DEPARTMENT OF GEOGRAPHY
POSTGRADUATE TAUGHT
STUDENT HANDBOOK
MSc Quaternary Science
2016/2017
Telephone +44 (0)1784 434455
Department of Geography
Royal Holloway, University of London
Egham Hill, Egham
Surrey TW20 0EX
Disclaimer
This document was published in September 2016 and was correct at that time. The
Department* reserves the right to modify any statement if necessary, make variations to the
content or methods of delivery of programmes of study, to discontinue programmes, or
merge or combine programmes if such actions are reasonably considered to be necessary
by the College. Every effort will be made to keep disruption to a minimum, and to give as
much notice as possible.
An electronic copy of this handbook can be found on your Departmental website
(https://www.royalholloway.ac.uk/geography/home.aspx) where it will be
possible to follow the hyperlinks to relevant webpages.
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Contents
CONTENTS ....................................................................................................................................................... 3
1
INTRODUCTION TO THE DEPARTMENT ................................................................................................... 4
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2
COMMUNICATION .................................................................................................................................. 9
2.1
2.2
2.3
2.4
2.5
2.6
2.7
3
WELCOME .............................................................................................................................................. 5
HOW TO FIND US: THE DEPARTMENT .......................................................................................................... 7
MAP OF THE EGHAM CAMPUS .................................................................................................................... 7
HOW TO FIND US: THE STAFF ..................................................................................................................... 8
HOW TO FIND US: THE DEPARTMENTAL OFFICE ............................................................................................. 9
THE DEPARTMENT: PRACTICAL INFORMATION ............................................................................................... 9
STAFF RESEARCH INTERESTS ....................................................................................................................... 9
EMAIL.................................................................................................................................................... 9
POST ................................................................................................................................................... 10
TELEPHONE AND POSTAL ADDRESS ............................................................................................................. 11
NOTICE BOARDS .................................................................................................................................... 11
PERSONAL ADVISERS .............................................................................................................................. 11
QUESTIONNAIRES................................................................................................................................... 12
SPACE .................................................................................................................................................. 13
TEACHING ............................................................................................................................................. 13
3.1
DATES OF TERMS ................................................................................................................................... 13
3.2
READING WEEKS .................................................................................................................................... 13
3.3
ATTENDING CLASSES AND ENGAGING WITH YOUR STUDIES .............................................................................. 13
3.3.1
Your responsibilities in relation to attendance ............................................................................. 14
3.3.2
Departments’ responsibilities for monitoring attendance ........................................................... 15
3.3.3
College’s responsibilities for monitoring attendance ................................................................... 15
3.3.4
Missing classes .............................................................................................................................. 16
3.3.5
Missing an examination ................................................................................................................ 18
3.3.6
Consequences of failing to attend ................................................................................................ 18
3.3.7
Withdrawal of visa ........................................................................................................................ 19
4
DEGREE STRUCTURE ............................................................................................................................. 19
4.1
5
COURSE REGISTRATIONS .......................................................................................................................... 21
FACILITIES ............................................................................................................................................. 21
5.1
LIBRARIES ............................................................................................................................................. 21
5.2
PHOTOCOPYING, PRINTING AND COMPUTING .............................................................................................. 22
5.2.1
Photocopying ................................................................................................................................ 22
5.2.2
Printing.......................................................................................................................................... 22
5.2.3
Computing .................................................................................................................................... 22
6
COURSEWORK ESSAYS AND DISSERTATION .......................................................................................... 23
6.1
6.2
6.3
6.4
6.5
7
COURSEWORK ESSAY .............................................................................................................................. 23
MARKING SCHEMES AND ACADEMIC FEEDBACK…………………………………………………………………………………………23
THE DISSERTATION ................................................................................................................................. 24
CHOICE OF DISSERTATION TOPIC ................................................................................................................ 26
THE DISSERTATION SUPERVISOR ................................................................................................................ 26
ASSESSMENT INFORMATION ................................................................................................................ 27
7.1
7.2
7.3
7.4
7.5
ILLNESS OR OTHER EXTENUATING CIRCUMSTANCES........................................................................................ 27
SUBMISSION OF WRITTEN WORK ............................................................................................................... 29
EXTENSIONS TO DEADLINES ...................................................................................................................... 30
PENALTIES FOR LATE SUBMISSION OF WORK ................................................................................................ 30
ANONYMOUS MARKING AND COVER SHEETS ................................................................................................ 31
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7.6
7.7
7.8
7.9
7.10
7.11
7.12
8
STUDENT SUPPORT ............................................................................................................................... 34
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
9
NON-ACADEMIC RELATED ENQUIRIES & SUPPORT ......................................................................................... 34
STUDENTS IN NEED OF SUPPORT (INCLUDING STUDENTS WITH SPECIAL NEEDS) ................................................... 34
ACADEMIC SKILLS SUPPORT ..................................................................................................................... 34
STUDENT-STAFF COMMITTEE .................................................................................................................... 35
STUDENTS’ UNION ................................................................................................................................. 35
LEARNING RESOURCES: LIBRARY, IT, PHOTOCOPYING AND PRINTING................................................................. 35
CAREERS INFORMATION .......................................................................................................................... 35
NON-ACADEMIC POLICIES ........................................................................................................................ 36
COMPLAINTS AND ACADEMIC APPEALS PROCEDURE....................................................................................... 36
HEALTH AND SAFETY INFORMATION .................................................................................................... 36
9.1
9.2
9.3
10
PENALTIES FOR OVER-LENGTH WORK ......................................................................................................... 31
RETURN OF WRITTEN COURSEWORK........................................................................................................... 31
ASSESSMENT OFFENCES ........................................................................................................................... 32
PLAGIARISM.......................................................................................................................................... 32
MARKING OF ILLEGIBLE SCRIPTS ................................................................................................................ 33
PROGRESSION AND AWARD REQUIREMENTS ................................................................................................ 33
EXAMINATION/ASSESSMENT RESULTS ........................................................................................................ 33
CODE OF PRACTICE ON HARASSMENT FOR STUDENTS ..................................................................................... 36
LONE WORKING POLICY AND PROCEDURES .................................................................................................. 36
FIELD TRIPS ........................................................................................................................................... 37
EQUAL OPPORTUNITIES STATEMENT AND COLLEGE CODES OF PRACTICE ............................................ 37
10.1
10.2
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
EQUAL OPPORTUNITIES STATEMENT ........................................................................................................... 37
COLLEGE CODES OF PRACTICE ................................................................................................................... 38
Teaching staff and administration………………………………………………………………………………………39
Core course outlines…………………………………………………………………………………………………………..45
Option course outlines……………………………………………………………………………………………………….56
Guidelines for the preparation and submission of the MSc Dissertation……………………….……74
Marking criteria………………………………………………………………………………………………………………....78
Recent dissertation topics…………………………………………………………………………………………………..81
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1.1 Welcome
Welcome to the Department of Geography at Royal Holloway. We very
much hope that your year with us will be enjoyable and challenging, and we
look forward to working with you on the programme. This handbook aims to
give you all the basic information you will require for your academic studies.
This includes information on the structure and organisation of the degree
programme, teaching arrangements and assessment.
Aims of the programme
The MSc degree in Quaternary Science offers comprehensive and flexible
postgraduate training in the established yet dynamic field of Quaternary
Science, with the academic emphasis being on the time-dependent
processes affecting environmental change. In recent years, Quaternary
research has developed a multi- and inter-disciplinary approach to the study
of recent Earth history. In addition to the development of new fieldwork and
laboratory techniques, substantial advances have been made in
geochronological (dating) techniques. These, together with information from
new geological archives such as those from the deep ocean floors and in the
polar ice sheets, have provided new insights into Quaternary environmental
change and created a framework for reconstructing patterns of past change
with a degree of accuracy, precision and detail not normally obtainable for
older geological periods. Quaternary science therefore provides the best
available ‘laboratory’ for researching Earth-system processes and for
generating critical baseline data for predicting future climate change.
The aims of this programme are:
 provide a conversion programme for students of, for example, Biology,
Physical Geography, Geology, Ecology, Archaeology, Oceanography,
Environmental Science who wish to develop or augment a background in
global environmental history and processes;
 provide a training programme for students wishing to continue
postgraduate study to PhD standards, and who require fundamental
training in appropriate palaeoenvironmental, stratigraphical and/or
quantitative principles and methods;
 provide a vocational programme for teachers and professional scientists
who desire or require a fuller understanding of the time-dependent
elements of environmental change as essential context for their career.
The MSc is taught by members of the Centre for Quaternary Research (CQR)
at Royal Holloway, a leading interdisciplinary research centre in the field of
Quaternary Science. Expertise within the group covers geochronology,
palaeoenvironmental proxies, sedimentology and stratigraphy, human
evolution, tephrochronology and palaeoclimatology amongst others, as well
as a range of technical skills such as micromorphology and stable isotope
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analysis. This range of expertise is augmented by leading researchers from the
Natural History Museum, London, who teach option courses on Quaternary
chironomids and microfossils. The MSc teaching staff are in a unique position
to convey research knowledge, experience and skills that will have direct
relevance to employability as well as research training for further education,
namely doctoral research.
Past students of the course are now employed by national scientific policy
making and implementing agencies such as Natural England, the British
Geological Survey and the Environment Agency, within government
Research Councils, science publishing, higher education institutions, and as
teachers and researchers. Many of our alumni are also currently undertaking
doctoral programmes in the UK and abroad.
Learning outcomes
Teaching and learning in the programme are closely informed by the active
research of staff. In general terms, the programme provides opportunities for
students to develop and demonstrate the following learning outcomes:
Knowledge and understanding
Acquire and demonstrate specialist disciplinary knowledge and
understanding of key issues pertaining to Quaternary Science, in particular
the core linking themes of:
a) high-resolution palaeoenvironmental records;
b) high-precision dating;
c) multi-proxy approaches to the investigation of past environmental
changes.
Skills and other attributes
 ability to assess the causes, scale and rapidity of past climate and
environmental fluctuations, encompassing field, laboratory, statistical and
computing methods used in the acquisition, interpretation and modelling
of proxy climatic and environmental data;
 ability in project formulation and design, sampling strategies and hypothesis
testing;
 effective problem-solving and decision-making;*
 critical analysis and synthesis of information;*
 good communication skills;*
 advanced interpersonal skills;*
 quantitative analysis;*
 skills in Information Technology;*
 good time management;*
 effective team work.*
* transferable skills
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1.2 How to find us: the Department
The Department of Geography is located in the Queen’s Building can be
found on the College campus map as building 35
1.3 Map of the Egham campus
Student parking is limited and a parking permit is required. This can be obtained via
Security. You will need proof of insurance and ID before a permit will be issued.
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1.4 How to find us: the staff
CONTACT DETAILS
Head of Department
Professor Katie Willis
161
Departmental Education Support Officer
Dr Mike Dolton
173
MSc Teaching Staff
Dr Simon Armitage (MSc Director)
Dr Simon Blockley
Professor Ian Candy
Dr Bethan Davies
Professor Scott Elias
Professor John Lowe
Dr Ian Matthews
Dr Alison MacLeod
Dr Alice Milner
Dr Adrian Palmer
Professor Danielle Schreve (CQR Director)
Dr Varyl Thorndycraft
174a
155
157
148
124
EMU11
156
149
175
125
174b
152b
Technical Operations Manager
Dr Claire Mayers
130
Technical/Operations Staff
Ray Aung (Computer Technician)
Jenny Kynaston/Malcolm Kelsey
(Cartographic Technician)
Adrian Palmer (Senior Research Officer)
Katie Flowers (Laboratory Technician)
Marta Perez (Laboratory Technician)
Iñaki Valcarcel (Laboratory Technician)
Administrative/Secretarial Staff
Moya Watson (Department Manager)
Lisa Fell (Department Manager)
Liz Hamilton (PG Administrator) (Mon-Tue)
Karen Oliver (PG Administrator) (Wed-Fri)
Laura Flitney (UG Administrator)
137
137
125
127
127
MF 001
160
160
162
162
162
There are also a number of research staff based in the department and visiting
academics. You can find out more about teaching staff and their research
interests and activities on the Departmental web pages and in Appendix 1.
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1.5 How to find us: the Departmental office
The Departmental Office is located in Room 162 Queen’s Building, and the
Postgraduate Administrators (Karen Oliver and Liz Hamilton) are usually able
to answer questions concerning postgraduate matters.
1.6 The Department: practical information
Any official Departmental forms that you may need to obtain are normally
available from the Postgraduate Administrators or the Department Manager
(Moya Watson/Lisa Fell). If you want to leave messages for members of staff,
these can be left in staff pigeonholes in the post room next to the
Departmental Office. The Department has its own web-site –
http://www.rhul.ac.uk/geography/home.aspx
This has a wealth of easily-accessible information about the Department,
including pages solely dedicated to Postgraduate issues, see –
https://www.royalholloway.ac.uk/geography/currentstudents/home.aspx
1.7 Staff research interests
Details on staff research interests can be found at
http://www.rhul.ac.uk/geography/staffdirectory/home.aspx and in Appendix
1 for all staff associated with the programme.
2 Communication
It is vitally important that you keep in touch with us and we keep in touch with
you. Members of staff will often need to be able to contact you to inform
you about changes to teaching arrangements, special preparations you may
have to do for a class or meetings you might be required to attend. You will
need to be able to contact members of the Department for example, if you
are unable to attend a class, or wish to arrange a meeting with a tutor or
your Personal Adviser.
Email to your College email address is routinely used and you should check
regularly (at least daily) if any official communication has been sent to your
email address. Do not ignore the email as it will be assumed that it will have
been received by you within 48 hours, excluding Saturdays and Sundays.
You should also make a habit of checking the student pigeonholes in the
Department.
2.1 Email
The College provides an email address for all students free of charge and
stores the address in a College email directory (the Global Address List). Your
account is easily accessed, both on and off campus, via the student portal
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https://campus-connect.rhul.ac.uk/cp/home/displaylogin (Campus
Connect) or direct via Outlook.com http://outlook.com/ Email to this address
will be used routinely for all communication with students. Email may be used
for urgent communication and by course tutors to give or confirm instructions
or information related to teaching so it is important that you build into your
routine that you check your emails once a day. Email communications from
staff and all the Faculty Administrators should be treated as important and
read carefully.
The College provides a number of PC Labs around Campus for student use,
and you can also use your own laptop/smart phone etc., so the Department
expects you to check your email regularly. It is also important that you
regularly clear your College account of unwanted messages or your in-box
may become full and unable to accept messages. Just deleting messages is
not sufficient; you must clear the ‘Sent Items’ and ‘Deleted Items’ folders
regularly. It is your responsibility to make sure your College email account is
kept in working order. If you have any problems contact the IT Service Desk
http://itservicedesk.rhul.ac.uk/
TheGeography Department will only use the address in the College Global
Address List and does not use private or commercial email addresses, such as
Hotmail or Gmail. Students who prefer to use commercial email services are
responsible for making sure that their College email is diverted/forwarded to
the appropriate commercial address. Detailed instructions on how to forward
mail can be accessed by visiting http://help.outlook.com/ and searching for
forwarding (you may need to use IE browser to access this as the link does not
work on some browsers). This process is very easy, but you do have to
maintain your College account. When you delete a forwarded message
from, say, Hotmail, it will not be deleted from the Royal Holloway account. It
is your responsibility to log on to your College account occasionally and
conduct some account maintenance or your account may become full and
therefore will not forward messages.
If you send an email to a member of staff in the Department during term time
you should normally receive a reply within 3-4 working days of its receipt.
Please remember that there are times when members of staff are away from
College at conferences or undertaking research.
2.2 Post
All post addressed to students in Geography is delivered to the student
pigeonholes (alphabetical by surname) in the post room (Q163). At the end
of each term student pigeonholes are cleared of accumulated mail which is
then destroyed. Important information from Registry is often sent by internal
post and tutors sometimes return work to you via the pigeonholes so you are
advised to check them regularly.
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2.3 Telephone and postal address
It is your responsibility to ensure that your telephone number (mobile and
landline) and postal address (term-time and forwarding) are kept up to date
on the student portal (Campus Connect) https://campusconnect.royalholloway.ac.uk/cp/home/displaylogin. There are occasions
when the Department needs to contact you urgently by telephone or send
you a letter by post.
The Department does not disclose students’ addresses and telephone
numbers to anybody else (including relatives and fellow students) without the
student’s specific permission to do so.
2.4 Notice boards
The official student notice boards are on the walls opposite the Departmental
office.
Every effort is made to post notices relating to class times etc. well in
advance, but occasionally changes have to be made at short notice and in
that case email will be used.
It is your responsibility to check the times and venues of all class meetings
and of any requirements (eg. essay deadlines) relating to your courses, so, if
in doubt, please ask!
2.5 Personal Advisers
All students are allocated a Personal Tutor, with whom they are expected to
meet at least once a term. Additional ad hoc meetings may be arranged
where appropriate with the tutors or the Programme Director. The major role
of the Tutor is to act as a point contact and source of advice, give feedback
on overall academic performance and help guide career plans. All students
are invited to meet with the Programme Director individually in April for
confidential feedback on progress with the programme in the light of
performances on all of the Core and Option courses. For the dissertation,
students are allocated a main Project Supervisor, though in some cases more
than one supervisor is allocated where a combination of techniques is to be
employed, while external advisers may additionally be formally recognised, in
cases where the project involves a considerable amount of work to be
undertaken in other institutions for essential access to specialist advice and/or
facilities.
You are encouraged to participate in career-oriented activities run in the
Department (see Careers Section 8.6), and to use the services and facilities of
the Careers Service and other opportunities for skills development on campus
(e.g. through the Computer Centre, Language Centre). Your Personal Tutor
can help you monitor and review your personal skills and think about how
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these can be developed.
2.6 Questionnaires
It is important that we gain feedback from you on how the programme has
been delivered and what your experience has been. At the end of each
course, you will be provided with a questionnaire to complete, which should
be returned to the Programme Director as promptly as possible. You will also
be provided with questionnaires concerning the field training programme,
dissertation supervision and regarding your experience of the programme as
a whole. All questionnaires are anonymous. Please take some time to give
your response to the course - these questionnaires form an important part of
the way we monitor the quality of teaching and learning in the Department.
All questionnaires are seen by the Head of Department and Programme
Director, and are analysed as part of the College’s Annual Monitoring
process. Constructive criticism is always welcomed and plays an important
role in course development. Deserved praise is also very welcome and can
make a tremendous contribution to the job satisfaction of your lecturers!
Problems, comments, observations and key recommendations raised by the
Visiting Examiner and minutes of the Periodic Review Committees and
examination sub-board meeting are recorded and reviewed by the
Programme Director at the end of each academic year and are discussed
with the teaching staff for future development of the programme. Key
summaries of these are submitted to the college for annual monitoring of
postgraduate taught courses. Annual Review of the programme takes place
at the end of the academic year to enable staff to identify points for action
where necessary, and to plan programme developments from a sound
knowledge base.
On-going feedback from students is achieved through student representation
on the Periodic Review Committee, a meeting of all programme teaching
staff that takes place approximately once a term. Two student
representatives are invited to attend the PRCs, in order to provide feedback
from the student cohort. In addition, the Department has a Staff-Student
Committee as a formal liaison and feedback mechanism, on which the MSc
representatives also serve.
From time to time you may find another lecturer sitting in one of your classes.
The Department operates a system of ‘peer-observation’ of teaching members of the teaching staff observe and comment on each other’s
teaching during the year.
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2.7 Space
There are study spaces available in most of the libraries on campus. In the
Department, PGT students can use the Library@Geography (Reading Room)
(Q174) and Common Room (Q144) which also has eating/drinking facilities.
3 Teaching
3.1 Dates of terms
Term dates can be found on the College website
http://www.royalholloway.ac.uk/aboutus/collegecalendar/home.aspx
You are expected to be in the UK and engaging with your studies during term
time. In the case of an emergency which requires you to leave the country
and/ or miss lectures/ seminars/ practical’s etc., you are expected to keep
your department informed and fill in a Notification of Absence Form (see 3.3
below). During the summer term, after the summer examination period, you
are expected to attend all required academic activities organized by your
department(s) and to be available should you be required to meet with
College staff for any reason. Furthermore as Master’s programmes run for
one calendar year from September to September you are also supposed to
be available to meet with staff after the official end of term should this be
required, that is, during the summer vacation period.
3.2 Reading weeks
There are two Reading Weeks in the timetable. In 2016-17, these will be from
24th-28th of October 2015 and the 28th of November-2nd of December 2015.
The October Reading Week will include a graphics training session.
3.3 Attending classes and engaging with your studies
The College has a responsibility to ensure that all students are attending
regularly and progressing with their studies. While it is essential that you attend
all the compulsory learning activities related to your programme of study, the
College recognises that emergencies may occur at any time throughout the
year. In light of this, the Geography Department has set a minimum
attendance level at 80%. You should be aware that you may also study
courses that have different and specific course attendance requirements,
particularly if you are taking courses in another department, so it is essential
that you check all programme and course handbooks to ensure you are fully
aware of the requirements.
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Your regular attendance in class and consistent engagement with your
studies are fundamental requirements of your learning experience with the
College. As such, failure to attend and/or absence without permission can
result in serious consequences and may lead to disciplinary action, including
the termination of your registration (see 3.3.6 below). Your ‘classes’ are any
learning or teaching activity deemed essential to your programme of study.
The term is used to encompass a variety of different activities, including
lectures, seminars, tutorials, workshops, field work, laboratory work, and
meetings your Personal Advisor.
It is vital that you manage your time effectively, so that any paid
employment, voluntary work, extracurricular activities or social commitments
do not interfere with periods where you are required to attend classes. With
regard to paid employment during the course of your programme of study
with the College, the Postgraduate Taught Regulations
(http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/h
ome.aspx) stipulate that the amount of paid work undertaken by a student
enrolled with the College on a full-time basis shall not exceed 20 hours per
week during term time. No student may undertake paid work which may
conflict with his/her responsibilities as a student of the College.
If you face difficulty in attending any classes or undertaking an assessment it
is very important that you inform the department(s) in which you are studying
as early as possible, citing the reasons for your non-attendance. The
department will make a decision on whether or not to authorize your
absence. If you are experiencing such difficulties on an ongoing basis,
please contact your Personal Adviser or Year Tutor. In addition, an extensive
range of additional support, guidance and advice is readily available from
the College’s Student Advisory Service
(https://www.royalholloway.ac.uk/ecampus/welfare/home.aspx). The
Students’ Union also operate an Advice and Support Centre, details on which
can be found here http://www.su.rhul.ac.uk/advice/.
3.3.1 Your responsibilities in relation to attendance
Your responsibilities around attendance and engagement include:




attending all classes necessary for the pursuit of your studies
(including lectures, seminars, practicals and personal tutorials);
undertaking all summative and formative assessment
requirements for your courses;
attending all meetings and other activities as required by the
department(s) in which you are studying;
where you experience any form of difficulty in attending classes,
for whatever reason, contacting the department(s) in which you
are studying to notify them of your circumstances at the earliest
possibility.
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You are expected to fully engage in your classes, undertaking any reading,
research or further preparation identified between these sessions alongside
punctual attendance. It is essential that you make suitable arrangements for
travel to your classes and plan to arrive in good time, as teaching will start at
five minutes past the hour and finish five minutes before the hour. You will
normally be marked absent if you turn up late without good reason.
3.3.2 Departments’ responsibilities for monitoring attendance
The Geography department will monitor your attendance at scheduled
learning activities. It is your responsibility to complete any attendance
register that is circulated and to make sure that your attendance has been
noted. The activities at which your attendance is monitored may vary
depending upon the discipline in which you are studying or the department
in which you are taking courses in the case of electives, for example.
It is important that you attend all the learning activities related to your
programme of study. Whilst attendance is compulsory at all learning
activities, it is recognised that emergencies may occur at any time
throughout the year and therefore as indicated above a minimum
attendance requirement has been set.
You will be contacted in the event that:
i.
ii.
iii.
you fail to attend for two weeks without providing notification of
your absence;
you display a pattern of absence that the department feel is
affecting or is likely to affect your work
you display a pattern of absence that the department feel is a
cause for concern over your wellbeing or may point to a disability
which you may not have disclosed.
3.3.3 College’s responsibilities for monitoring attendance
The College has a number of important obligations in relation to monitoring
your attendance and engagement, including legal responsibilities under the
Equality Act (2010). As a result, the College may adjust the attendance
requirement for your programme but will only do this when such adjustment
does not compromise competence standards or your ability to reach the
learning outcomes of your programme. Any need to adjust attendance
requirements will be treated case by case and discussed by the department
with the Disability and Dyslexia Services (DDS) and Academic Quality & Policy
Office (AQPO).
The College also has obligations places on it by UK Visas and Immigration
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(UKVI) – (see 3.3.7 below).
3.3.4 Missing classes
If you are unable to attend College for whatever reason you must advise the
department in which you taking the course(s) in question and complete the
relevant Notification of Absence Form, which is available online.
https://www.royalholloway.ac.uk/ecampus/academicsupport/attend
ance/notificationofabsence.aspx
Figure 1 - Notification of Absence Form – Absence Due to Illness
This must be submitted to the relevant department(s) together with the
relevant supporting documentation either before your absence or within five
working days of the end of the period of absence.
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You should ensure:
a. that you advise the Course Director and Course Leader by e-mail
b. that you complete the Notification of Absence Form, copies of
which are also available from the Health Centre.
c. that you submit the paperwork to your department(s) either
before your absence or within FIVE working days of the end of the
period of absence. Failure to do so may result in the absence
being counted as unacceptable and counting against the
minimum attendance level. This paperwork should be submitted
to the Departmental Office.
d. that you meet any departmental requirements concerning
notification of absence or request for leave of absence as you
may be required to meet formally with an academic tutor.
This table shows the documentation that is required should you be absent for
any reason.
Reason for absence
Illness up to and including 5
consecutive term-time days
(excluding Saturdays and
Sundays
Illness for more than 5
consecutive term-time days
(excluding Saturdays and
Sundays)
Unrelated to sickness
Leave of absence request
Documentation required
Completed Notification of Absence
Form – Self Certification
Completed Notification of Absence
Form - Self Certification plus Formal
Medical Certification signed by the
Health Centre, your GP or hospital
consultant
Notification of Absence Form plus
supporting evidence
Notification of Absence Form plus any
departmental requirement must be met
Note:



If you are absent for a prolonged period it is essential that you keep
in touch with the Department (e.g. through regular emails with your
Personal Advisor).
The Department will monitor the frequency of self-certified absences
and the Head of Department may request a doctor’s medical
certificate from you in the event of multiple and/or sustained
instances of self-certified illness.
The departments in which you are studying are responsible for
monitoring your attendance and engagement, and deciding
whether a period of absence is deemed acceptable or
unacceptable (for further information please refer to the online
guidance
17 | P a g e
http://www.rhul.ac.uk/ecampus/academicsupport/attendance/no
tificationofabsence.aspx for details of what constitutes
‘acceptable’ and ‘unacceptable’ circumstances relating to
absence). If deemed unacceptable the absence will be recorded
as such and will count against your minimum attendance level.
3.3.5 Missing an examination
In the event that you are unable to attend an exam (e.g. through reasons of
sudden illness), it is essential that you notify Student Administration at the very
earliest possibility. Wherever possible, please try to ensure you contact them
via e-mail at [email protected] before the scheduled start of
the exam with your name, student ID and confirmation of the exam that you
are unable to attend. Please include a brief explanation within the email
outlining the reasons for the non-attendance.
This notification will then be forwarded by Student Administration to your
department so that they are aware of your non-attendance.
Please note, this notification is not a substitute for formally notifying your
department of Extenuating Circumstances. It is essential that you inform your
department and Chair of the Sub-board of Examiners by completing the
Extenuating Circumstances form. For further information, please refer to the
website
https://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/
extenuatingcircumstances.aspx.
In the event that you do not complete the Extenuating Circumstances form,
your department will be unable to consider the reasons for your nonattendance at your departmental Sub-Board of Examiners.
3.3.6 Consequences of failing to attend
As indicated in 3.3.2 above the Department may contact you if there are
concerns about your attendance
Should it become apparent that there are no acceptable reasons for your
non-attendance and/or general lack of engagement with your studies, the
Department may issue you with a formal warning which can escalate to the
termination of your registration at the College. You are strongly advised to
read the guidance on the formal warning process and the consequences of
receiving such a warning on
http://www.royalholloway.ac.uk/ecampus/academicsupport/formalwarning
s/formalwarnings.aspx and in the relevant regulations.
http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/ho
me.aspx .
18 | P a g e
In situations where you are experiencing documented severe difficulties the
Department and College will make every effort to support you and counsel
you as to the best course of action. However, there may be cases where,
although non-attendance is explained by an acceptable reason, your level
of attendance falls to a level which compromises educational standards
and/or your ability to reach the learning outcomes of the course. In such
cases it will be necessary to implement disciplinary procedures as detailed
above.
3.3.7 Withdrawal of visa
If you are in receipt of a Tier-4 (General) Student Visa sponsored by Royal
Holloway, it is a requirement of your Visa that you attend classes and
complete assessments. This is also a requirement of the College's academic
regulations. The College has a legal responsibility to report any student
admitted to the College on a student visa who does not appear to be in
attendance to UK Visas and Immigration (UKVI). Therefore if you fail to meet
UKVI visa requirements and/ or fail to respond to informal and formal
warnings from the College in this regard you could have your sponsorship
withdrawn, your Visa cancelled and your registration with the College
terminated. The termination of registration due to a breach in Visa
requirements is conducted independently of the College's formal warning
process and the decision is not open to appeal.
Please see the College Postgraduate Taught Regulations
(http://www.rhul.ac.uk/ecampus/academicsupport/regulations/home.aspx)
4 Degree Structure
Full details about your programme of study, including, amongst others, the
aims, learning outcomes to be achieved on completion, courses which make
up the programme and any programme-specific regulations are set out in
the programme specification available through
http://www.royalholloway.ac.uk/coursecatalogue/home.aspx or
http://www.royalholloway.ac.uk/studyhere/progspecs/home.aspx
4a
Structure and content
Attendance at all elements/modules is compulsory. Candidates must
complete all of the following course components:
Five Core Courses
Field Training Programme
Five Option Courses
Dissertation
4b
Core Courses
19 | P a g e
•
•
•
•
•
GG5291 Quaternary Palaeoclimatology (10 credits)
GG5201 Sedimentology & Stratigraphy (10 credits)
GG5293 Techniques of Quaternary Research (10 credits)
GG5232 Palaeoecology, Dating & Quantification (10 credits)
GG52XX Oral presentation (10 credits)
Full details of the teaching staff, aims, content, teaching format, assessment,
learning outcomes, and assessment goals of these compulsory core courses
are provided in Appendix 2.
4c
Field Training Programme (FTP)
Reconstruction of Quaternary Ice Masses, formerly an option course, is now
taught as part of the field training programme for Techniques of Quaternary
Research. The location and duration of the courses vary from year-to-year,
but in recent years it has been centred in the Scottish Highlands region of
Glen Roy. All students are required to participate in the two main residential
programmes that are elements of the Sedimentology and Stratigraphy core
course (4 days) and GG5295 (the main Field Training programme, of
minimum 11 days). In addition, field training exercises form compulsory
elements of some of the option courses. The objectives of these exercises
vary and include (i) collection and analysis of data in the field, (ii) collection
of materials for laboratory analysis, (iii) application of advanced analytical
skills, applying the principles of the methods taught in the relevant option
course, and (iv) in-depth study of Quaternary palaeoenvironmental and/or
stratigraphical evidence.
4d
Option Courses
Below is a list of the option courses offered from which students are required
to select five. The number of units offered each year may vary slightly but will
be a minimum of nine. Some degree of flexibility in the curriculum is
envisaged in order to make provision for staff sabbaticals and other logistical
matters.
•
•
•
•
•
•
•
•
•
•
GG5203
GG5207
GG5209
GG5212
GG5220
GG5223
GG5229
GG5231
GG5233
GG5290
Palynology
Coleoptera
Micromorphology
Luminescence Dating
Quaternary Microfossils (Natural History Museum)
Quaternary Mammals
Late Quaternary Palaeohydrology
Chironomids (Natural History Museum)
Glaciers in the Climate System
Tephrochronology
Full details of the teaching staff, aims, content, teaching format, assessment,
learning outcomes, and assessment goals of these option courses are
provided in Appendix 3.
20 | P a g e
Each option course is taught in a block of one week (5 working days). The
assessment for option courses may take a variety of forms, including
laboratory reports, practical exercises, essays and scientific papers,
depending upon the course. However, the assessments are designed in such
a way as to be capable of completion within a maximum of two days
additional to the 5 days allocated to the course for instruction.
4.1 Course registrations
While you have the option of changing course unit registrations within the first
two/ three weeks after the start of teaching (excluding Welcome Week)
subject to agreement from the department, once you have submitted
assessment for the course, you may not replace it with another either in that
term or in a subsequent term (e.g. Spring term). Any courses that you wish to
take on an extracurricular basis (that is, as extra and not counting towards
your degree) must be identified at the start of the academic year or before
any assessment has been completed for the course.
5 Facilities
5.1 Libraries
There are 2 libraries on campus:
 Founder’s Library, located on the South Side of Founder’s Building,
houses most language, literature, film, music and theatre material;
 Bedford Library, located up the hill from the Students’ Union next to
the History Department, houses science, social science and history
material;
Details, including further resources available, opening times and regulations,
can be found online: http://www.royalholloway.ac.uk/library/home.aspx
If you cannot find the specific items that you require in the libraries, it is
possible to order items from other libraries by inter-library loan or to gain
access to the Senate House Library or other university libraries. You can
obtain further information on this by asking at the library helpdesks. The
Information Consultant for Geography is Emma Burnett, who can be
contacted at [email protected]
The Library provides a range of training sessions designed to enhance your
existing library and research skills. These are available in both class-based and
self-study formats. For information on available sessions and to book a place,
go to:
http://www.royalholloway.ac.uk/library/helpandsupport/findinginformation.a
spx
21 | P a g e
5.2 Photocopying, printing and computing
5.2.1
Photocopying
PGT students are issued with a number of photocopying credits at the start of
the academic year, after which there is a small charge. A photocopier for
postgraduate use is located in the Post Room next to the Departmental
Office. In addition you can use copier-printers (MFDs) located in the libraries,
the Computer Centre and many PC labs, which will allow you to make
copies in either black and white or colour. Further information is available
online:
https://www.royalholloway.ac.uk/it/printing/home.aspx
If you require copying to be done for a seminar presentation, you need to
give these materials to your tutor to copy on your behalf. Please make sure
that you plan ahead and give the materials to your tutor in plenty of time.
5.2.2
Printing
Many of the PC labs are open 24 hours a day, 7 days a week. Alternatively,
there are computers available for your use in the libraries and Computer
Centre.
Departmental staff are unable, in any circumstances, to print anything out on
your behalf. Copier-printers (MFDs) are located across the campus in the PC
labs, libraries and Computer Centre. Further information on printing is
available online:
http://www.royalholloway.ac.uk/it/printing/home.aspx
5.2.3
Computing
The Computer Centre provides a range of IT training sessions designed to
enhance your current IT skills. These are available in both class-based and
self-study formats, and successful completion of the course is rewarded by a
College IT Skills certificate. To participate in these sessions, go to:
http://www.royalholloway.ac.uk/it/training/home.aspx
NB Printing/copying/computing problems are not a valid excuse for late
submission of coursework – late penalties will be applied. Previous cohorts
have made extensive use of the printer in the GVML. However, this printer
cannot cope with a queue of large files so plan to print your work several
hours prior to the submission deadline. This is particularly important for the
dissertation – print it the day before submission!
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6 Coursework Essays and Dissertation
6.1 Coursework essay
The marking criteria and proformas for coursework assignments are given in
the Appendices. Details of the course assessment deadlines are given below
in the table and descriptions of the assignments appear under individual
course outlines in Appendices 2 and 3. Course leaders will also give
additional guidance on assignments.
Deadlines for course assignments are outlined in the table overleaf.
Please note that the option course timetable is provisional, and one or more
courses are likely to change date.
Core courses
Quaternary Palaeoclimatology
Sedimentology & Stratigraphy
Techniques of Quaternary Research
Palaeoecology, Dating & Quantification
Option Courses
Tephrochronology
Coleoptera
Mammals
Palynology
Micromorphology
Quaternary Microfossils
Luminescence
Chironomids
Glaciers in the Climate System
Palaeohydrology
Field training
Scottish Highlands assignment
Dissertation
Dissertation
Oral presentation
Deadline
(by 4pm unless stated)
Monday 5th December 2016
Monday 14th November 2016
Monday 5th December 2016
Monday 16th January 2017
Monday 6th February 2017
Monday 13th February 2017
Monday 20th February 2017
Monday 27th February 2017
Monday 6th March 2017
Monday 13th March 2017
Monday 20th March 2017
Monday 27th March 2017
Wednesday 19th April 2017
Monday 24th April 2017
Tuesday 2nd May 2017
Wednesday 23rd August 2017
12pm
Wednesday 30th August
September 2017 times tbc
23 | P a g e
6.2 Marking schemes and academic feedback
Provided the assignment is received by the appropriate deadline, staff will
return assignments and completed pro-formas to the Programme Director for
circulation to students within 4 term weeks of submission. Any assignment not
received by the deadline will be subject to the penalties for late submission of
work set out in Section 7.4. Extensions will only be granted if there are
extenuating circumstances and written agreement has been reached in
advance with the Programme Director (see Section 7).
Students must retain copies of assignments as the originals will not be
returned; staff will not write comments on the scripts. Feedback is via a pro
forma completed by the first marker (with additional comments by the
second marker if appropriate). Percentage marks are supplied.
Members of staff send all written assignments, pro formas and separate
sheets of agreed marks to the Programme Director. Students collect or are
sent by e-mail copies of their pro formas from the Programme Director. Staff
members are only allowed to give out indicative grades for marked
coursework. Numerical marks are only finalised when they have been ratified
by the visiting examiner. Until that time (September), all marks are provisional.
Appendix 5 shows the assessment criteria that are used by examiners in
marking work within the Department, and shows you the general criteria that
are used to calculate grades and marks. They are general models of the
characteristics that are expected of work being awarded particular grades.
6.3 The dissertation
Candidates must also prepare a dissertation (GG5299) not exceeding 10,000
words. The aim of the dissertation is to build upon the research training
provided in the core and option courses and to enable students to
undertake an independent and original piece of research on a Quaternary
Science topic of their choice.
Having identified an appropriate topic and supervisor(s), students must
produce a written draft dissertation proposal outlining aims, methods and
resource requirements. These drafts are circulated to staff attending the
presentations in early May at which oral presentations of dissertation projects
are made. After taking into account verbal and written comments of staff,
students complete and submit a final dissertation proposal that must be
approved by supervisors and the Programme Director before field or
laboratory work can be undertaken.
All members of the Teaching Team are available to be supervisors and
external advisers/co-supervisors may also be appointed where appropriate.
Each student is allocated one or more supervisors who will provide guidance
on appropriate techniques and approaches as required. It is the supervisor’s
24 | P a g e
responsibility to ensure that a student is made aware of the relevant health
and safety procedures in the field and/or laboratory. The assessment should
be submitted in both paper and electronic format.
Learning outcomes of the dissertation
By the end of the dissertation, students should be able:



To plan, design and execute an advanced and rigorous piece of
Quaternary Science research
To undertake effective fieldwork and/or laboratory analysis with due
regard for safety and risk assessment
To collect, combine, present, analyse and interpret different types of
Quaternary Science data
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:

Directly through the dissertation
Promotion of transferable skills
The dissertation develops a range of transferable skills including time
management, problem solving, presentation, writing and critical analysis.
Formal requirements for the preparation and submission of the dissertation
are outlined in Appendix 4). Appendix 5 outlines the dissertation marking
guidelines and grade descriptors. Appendix 6 lists a selection of the topics
chosen by students registered for the degree programme in recent years; this
will give an indication of the wide range of topics and techniques available.
By Wednesday 3rd of May 2017, the dissertation proposal form, counter-signed
by the prospective supervisor, must be submitted to the director of the
programme. The proposal should include as full as possible an account of
the main research aims, methodology, location of field or lab work and any
budgetary considerations (eg. costs of running particular analyses and how
these will be financed). Each student will then be required to make a ten
minute oral presentation (followed by questions) of their dissertation project in
front of staff and postgraduates on Wednesday 10th May 2017, at which staff
will give feedback to improve the proposals. Final dissertation proposals,
taking into account this feedback, should be submitted to the Programme
Director by Friday 12th May 2017.
Students who have not submitted their research proposal will not be allowed
to proceed to do their fieldwork and dissertation. Approval of the research
25 | P a g e
proposal is required before candidates are permitted to start field or
laboratory work for the main research. The supervisor will then proceed, with
the student, to complete the Departmental risk assessment forms.
During the summer vacation, there is no formally scheduled contact with
supervisors during this period, although it is expected that students will consult
them as appropriate to discuss progress of their research and writing.
Supervisors are, however, NOT permitted to comment on any written work
beyond a short (less than 1000 words) report of progress, which should be
submitted in writing to your supervisor by Wednesday 12th July 2017, unless
alternative arrangements have been made (such as a workshop, or personal
meeting for oral report on progress).
Two copies of the dissertation must be submitted for examination, both spiral
bound. Spiral binding is available in the Departmental Drawing Office, for
which a nominal charge will be made. The dissertation must comply with
conventional formatting requirements, including full contents pages, a clear
chapter structure, an alphabetical bibliography and where appropriate,
appendices. In addition, an electronic copy of the dissertation (figures and
diagrams removed) should be submitted to the College plagiarism system,
Turnitin. A receipt of submission of work to the Turnitin system should be
handed into the Departmental office when the hard copies of the
dissertation are submitted. You will also need to complete a statement of
work, which will be circulated to you beforehand by the Programme Director
and which will be counter-signed by your supervisor.
As well as the hard copies of their dissertation, students are required to submit
their project results in electronic format (as a single .pdf file, though
Appendices may be presented as separate files where necessary).
6.4 Choice of dissertation topic
Students will be encouraged to choose topics that integrate well with the
established research strengths and interests of the staff contributing to the
MSc degree programme. Guidance will be given in project formulation and
design by the supervisor. Students are encouraged to explore the different
course options before discussing a range of potential research projects with
staff. N.B. Where an option course does not run because the course leader is
on sabbatical, it is possible that this member of staff will still wish to supervise
dissertations.
6.5 The dissertation supervisor
Your department will assign you a dissertation supervisor who will oversee your
work. In most cases students are happy with the supervisory relationship.
However, there are occasions where for some reason the supervisory
relationship does not work and breaks down. If this happens, you should
speak as soon as possible with the Programme Director or your Personal
26 | P a g e
Advisor to see whether the problem can be resolved informally, e.g. through
mediation, changing supervisor. You should not wait until after you have
received your final degree results to raise the matter as it is very difficult for
the College to resolve such matters or take remedial action at that point
7 Assessment Information
7.1 Illness or other extenuating circumstances
Students are advised to carefully read the Instructions to candidates as well
as the Extenuating circumstances – Guidance for students.
Extenuating circumstances are defined as unforeseen circumstances which
are outside a student’s control and which may temporarily prevent a student
from undertaking an assessment or have a marked/ significant
detrimental/adverse impact on their ability to undertake assessment by
coursework or examination to the standard normally expected.
This means that such circumstances rarely occur. They are outside your
control as they are:


Unforeseeable - you would not have prior knowledge of the event (e.g.
you cannot foresee that you will be involved in a car accident);
Unpreventable – you could not reasonably do anything in your power to
prevent such an event (e.g. you cannot reasonably prevent a burst
appendix.)
It is these short-term (temporary) circumstances that the College normally
regards as extenuating circumstances.
Inability to submit coursework
If you are unable to submit coursework through unexpected illness or other
acceptable cause (i.e. events which are unpreventable and unforeseeable)
it is assumed that you will request an extension to the submission deadline
from your department. In order for an extension to be granted you will need
to provide the department with adequate documentation in accordance
with the guidance in Appendix B of the Extenuating Circumstances –
Guidance for students. The decision on whether to grant an extension rests
with your department.
Absence from an examination
The Sub-board of Examiners may take the following into account when
considering your results: if you miss an examination through unexpected
illness, or other acceptable cause (events which are unpreventable and
27 | P a g e
unforeseeable), if you commence an examination and have to leave due to
acute illness or if you believe your performance on the day was seriously
compromised by an unexpected and acute illness that you could not
reasonably have be expected to have managed otherwise. You will,
however, need to submit an Extenuating Circumstances form and have
adequate supporting documentation in accordance with Appendix B of
Extenuating Circumstances – Guidance for students. You should also read the
section Illness & absences from an examination and departmental
assessments and extenuating circumstances in the Instructions to
Candidates issued by Student Administration
http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/
examinations/home.aspx for full details on how to inform your department
about extenuating circumstances relating to missed examinations as well as
the deadline for submission of such information.
Ongoing circumstances
If you have ongoing circumstances that you believe are adversely affecting
your performance during the year, these should be raised with your
department and with the College’s Support and Advisory Services as soon as
possible so that strategies to help you manage the situation can be
considered e.g. you have an illness that does not constitute a disability, a
family member is ill and needs your support or you have suffered an adverse
life event.
It may that the circumstances are severely impacting on your ability to study
by causing you to repeatedly miss scheduled teaching and/ or impacting on
your ability to complete assessments at the designated time. If this is the case
and there is not a reasonable method available to enable you to manage
the situation, you may need to consider, in consultation with your department
and Support and Advisory Services, whether it would not be in your best
interests to interrupt until the issues have been resolved and you are able to
fully commit to and benefit from your academic studies.
Ongoing adverse circumstances do not normally constitute extenuating
circumstances as they are not unforeseen and in some cases are not
unpreventable. There is therefore very little that the Sub-board can do, in
terms of current College regulations, to mitigate such circumstances
Please read the Extenuating circumstances – Guidance for students, in
particular Section 5.
Support and exam access arrangements for disabled students and those in
need of support
Some students at the College may have a physical or mental impairment,
chronic medical condition or a Specific Learning Difficulty (SpLD) which
28 | P a g e
would count as a disability as defined by the Equality Act (2010) that is, “a
physical or mental impairment which has a long-term and substantial effect
on your ability to carry out normal day-to-day activities”. It is for such
conditions and SpLDs that Disability and Dyslexia Services can put in place
support and exam access arrangements. Please note that a “long-term”
impairment is one that has lasted or is likely to last for 12 months or more.
If you have a disability or SpLD you must register with the Disability and
Dyslexia Services Office for an assessment of your needs before support and
exam access arrangements (‘reasonable adjustments’) can be put in place.
There is a process to apply for special arrangements for your examinations.
Disability and Dyslexia Services can discuss this process with you when they
assess your needs. Please see the section Students in need of support
(including disabled students) for further guidance about registering with the
Disability and Dyslexia Services Office.
Please note that if reasonable adjustments, including exam access
arrangements, have been put in place for you during the academic year,
the Sub-board will not normally make further allowance in relation to your
disability or SpLD.
7.2 Submission of written work
It is normally expected that you will word-process all assessed written work,
unless a prior agreement has been made with the course leader.
All assessed work should be handed in at the Departmental Office in person
by 4pm on the specified deadline for each course, except the dissertation
and any other notified elements that have separate arrangements (see
Section 6.1). Coursework receipts are issued by the Postgraduate
Administrators, and you should retain these until the examination process is
completed for the year in the following September.
In addition, an electronic copy of the work should be submitted to the
College plagiarism system, Turnitin, by the given deadline. A receipt of
submission of work to the Turnitin system should be handed in to the
Departmental office when submitting the paper copy of the assessed work.
Both paper and electronic (via Turnitin) copies of a piece of assessed work
must be submitted prior to the deadline to avoid incurring the penalties
specified in Section 7.4.
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7.3 Extensions to deadlines
Any requests for extension of coursework and dissertation deadlines must
normally be made in writing to the Programme Director at least 24 hours in
advance of the deadline. Such extensions will only be granted on the
grounds of illness or other personal hardship. You may be required to submit
medical evidence as appropriate.
7.4 Penalties for late submission of work
Work submitted after the published deadline will be penalised in line with
Section 13 (5) of the College’s Postgraduate Taught Regulations 2016-17
(https://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/h
ome.aspx)
Please ensure that you are aware of the deadlines set by your department(s)
and also the requirements to meet this deadline, e.g. whether you need to
submit electronic and/ or paper copies for your submission to be deemed
complete (see 7.2 above).
Section 13 (5)
In the absence of acceptable extenuating cause, late submission of work will
be penalised as follows:


for work submitted up to 24 hours late, the mark will be
reduced by ten percentage marks;*
for work submitted more than 24 hours late, the mark will be
zero.
*eg. an awarded mark of 65% would be reduced to 55% and a mark of 42%
would be reduced to 32%.
If you have had extenuating circumstances which have affected your ability
to submit work by the deadline these should be submitted in writing,
accompanied by any relevant documentary evidence, to your
department(s). As with all extenuating circumstances it is the discretion of
the examiners whether to accept these as a reason for having not submitted
work on time. Please see the section on applying for an extension to the
deadlines set, and the section for details on submitting requests for
extenuating circumstances to be considered.
30 | P a g e
7.5 Anonymous marking and cover sheets
It is a College requirement that in respect to individual written coursework, all
assignments remain anonymous until marking has been completed. You
should only write your candidate numbers on individual written work, not your
name. Candidate numbers will be issued to you in the first weeks of the
degree programme. All summatively assessed written work is double marked.
7.6 Penalties for over-length work
Work which is longer than the stipulated length in the assessment brief will be
penalised in line with Section 13 (6) of the College’s Postgraduate Taught
Regulations 2016-17
(https://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/h
ome.aspx)
Section 13 (6)
Work which exceeds the upper word limit will be penalised as follows:
(a) for work which exceeds the upper word limit by up to 10%, the mark
will be reduced by ten percent of the mark initially awarded;
(b) for work which exceeds the upper word limit by more than 10% but
less than 20%, the mark will be reduced by twenty percent of the mark
initially awarded;
(c) for work which exceeds the upper word limit by more than 20%, the
mark will be reduced by thirty percent of the mark initially awarded.
In addition to the text, the word count should include quotations and
footnotes. Please note that the following are excluded from the word count:
candidate number, title, course title, preliminary pages, bibliography and
appendices.
7.7 Return of written coursework
The following College policy applies to the return of coursework:
Assessed work (other than formal examinations) should be returned within 4
weeks of the submission deadline, except in cases where it is not appropriate
to do so for academic reasons. The deadline for the return of marked work
should be made clear to students when they receive their assignments. In
the event that the intended deadline cannot be met, the revised deadline
must be communicated to students as soon as possible.
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7.8 Assessment offences
The College has regulations governing assessment offences which can found
on the following webpage:
http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/ho
me.aspx
Assessment offences include, but are not limited to plagiarism (see 7.9
below), duplication of work, that is, submitting work for assessment which has
already been submitted for assessment in the same or another course,
falsification, collusion, for example, group working would constitute collusion
where the discipline or the method of assessment emphasises independent
study and collective ideas are presented as uniquely those of the individual
submitting the work, failure to comply with the rules governing assessment
(including those set out in the ‘Instructions to candidates’. The Regulations
set out some of the types of assessment offences in more detail, the
procedures for investigation into allegations of such offences and the
penalties. Students are strongly encouraged to read these Regulations and
to speak with their Personal Advisors or other members of staff in their
department should they have any queries about what constitutes an
assessment offence. The College treats assessment offences very seriously
and misunderstanding about what constitutes an assessment offence will not
be accepted as an excuse. Similarly extenuating circumstances cannot
excuse an assessment offence. Students with extenuating circumstances
which affect their ability to submit work should contact their departments
about the possibility of an extension or other support.
7.9 Plagiarism
Definition of plagiarism
'Plagiarism' means the presentation of another person's work in any quantity
without adequately identifying it and citing its source in a way which is
consistent with good scholarly practice in the discipline and commensurate
with the level of professional conduct expected from the student. The source
which is plagiarised may take any form (including words, graphs and images,
musical texts, data, source code, ideas or judgements) and may exist in any
published or unpublished medium, including the internet.
Plagiarism may occur in any piece of work presented by a student, including
examination scripts, although standards for citation of sources may vary
dependent on the method of assessment. Identifying plagiarism is a matter
of expert academic judgement, based on a comparison across the student’s
work and on knowledge of sources, practices and expectations for
professional conduct in the discipline. Therefore it is possible to determine
that an offence has occurred from an assessment of the student’s work
alone, without reference to further evidence.
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7.10 Marking of illegible scripts
It is College policy not to mark scripts which are illegible. If you anticipate
that you may have difficulty in handwriting scripts which would lead to your
scripts being illegible you should contact the Disability and Dyslexia Services.
http://www.royalholloway.ac.uk/ecampus/welfare/disabledstudents/home.a
spx
7.11 Progression and award requirements
The Regulations governing progression and award requirements are set out in
your Programme Specification
(http://www.rhul.ac.uk/coursecatalogue/home.aspx) and also more
generally in the Postgraduate Taught Regulations
http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/ho
me.aspx
For details on the requirements governing the level of award please see the
section on the Consideration and Classification of Candidates for the Award
in the Postgraduate Taught Regulations.
http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/ho
me.aspx
7.12 Examination/assessment results
Please see the Examinations & Assessments website
http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/
home.aspx for details of how you will be issued with your results.
http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/r
esults.aspx
The Examinations & Assessments website is the place where you can access
the “Instructions to Candidates” and details of the examinations appeals
procedures.
http://www.royalholloway.ac.uk/ecampus/academicsupport/academicapp
ealsandcollegecomplaints.aspx
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8 Student Support
8.1 Non-academic related enquiries & support
The Student Services Centre is located in the Windsor Building and provides a
single point of contact for all non-academic related queries including
accommodation, fees and funding, enrolment and graduation. For further
details please visit http://www.royalholloway.ac.uk/ssc
8.2 Students in need of support (including students with special needs)
Your first point of reference for advice within the Department is the Course
Director. Inevitably, problems will sometimes arise that the Course Director
is not qualified to deal with. The College offers a high level of student
welfare support which includes a comprehensive Health Centre, a highly
regarded Counselling Service, dedicated educational and disability
support, as well as a wealth of financial, career and other advice. Further
details of each service can be found on the College web on the Student
Welfare page:
http://www.royalholloway.ac.uk/ecampus/welfare/home.aspx
If you have a disability or specific learning difficulty, it is important that you
bring it to our attention as soon as possible. The Departmental Disability and
Dyslexia Service (DDS) representative is Dr Mike Dolton. You must also
contact the DDS (Founders West 143; tel: +44 (0)1784 276473; email: [email protected]) who will arrange for an assessment of needs
to be carried out and will advise on appropriate sources of help. Further
information is available on the College web on the Support, health and
welfare page
http://www.royalholloway.ac.uk/ecampus/welfare/disabledstudents/home.a
spx
8.3 Academic Skills Support
The Centre for the Development of Academic Skills (CeDAS) offers a variety
of courses, workshops, 1:1 tutorials, online resources that aim to ensure all
students at Royal Holloway reach their full academic potential in a range of
areas, including academic writing, oral communication skills and maths and
statistics.
Whatever your needs, CeDAS is there to ensure that you can perform to the
best of your ability, whether it be through a workshop that introduces you to
a crucial academic skill, a session within your department that focuses on
writing in the discipline, a course that develops your confidence and
competence in academic English language, or a 1:1 tutorial with a specialist
to help you master a maths technique or sharpen your essay skills.
The Centre also oversees the Royal Holloway Proofreading Scheme, which
34 | P a g e
enables students to pay for an approved third-party proofreader to identify
surface error in final drafts. Please note that Royal Holloway does not permit
the use of paid third-party proofreaders who are not part of this scheme.
The CeDAS Office can be found on the ground floor of the International
Building, room IN002, and you can follow them on Twitter:
@cedasrhul. Further details can be found on the CeDAS webpages:
www.royalholloway.ac.uk/cedas.
8.4 Student-staff committee
There is a student-staff committee on which both taught and research
students are represented. For constitution see committee’s handbook under
Compliance/Governance
http://www.royalholloway.ac.uk/iquad/collegepolicies/home.aspx
The Committee meets three times each year and plays an important role in
the Department as a forum for airing student views.
You can use the Committee to raise any issues which concern students.
Notices will appear on departmental notice boards giving details of
forthcoming elections or the names of current representatives.
8.5 Students’ Union
The Students’ Union offers a wide range of services and support, from
entertainment and clubs/societies to advice on welfare and academic
issues. The Advice and Support Centre, situated on the first floor of the
Students' Union, runs a confidential service that is independent from the
College. Open 9.30am - 5pm, Monday – Friday, it operates an open door
policy exclusively for students during term time. However, during vacation
periods students should call to book an appointment. Full details can be
found at www.su.rhul.ac.uk/support
8.6 Learning resources: library, IT, photocopying and printing
There are a number of libraries and computing facilities on campus where
photocopying and printing can also take place. Details can be found on the
Library (http://www.rhul.ac.uk/information-services/library/) and Computer
Centre (http://www.rhul.ac.uk/Information-Services/ComputerCentre/index.asp) web pages.
8.7 Careers information
The College has a careers advisory service, housed in the Horton Building,
which is open to any student during normal College hours.
http://www.royalholloway.ac.uk/careers/home.aspx
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8.8 Non-academic policies
Please see the Regulations and procedures webpage
http://www.students.royalholloway.ac.uk/study/read-our-college-regulationsand-procedures/ which includes information on non-academic policies,
regulations, and codes of practice as well as the Student Charter.
http://www.royalholloway.ac.uk/aboutus/governancematters/studentcharte
r.aspx
8.9 Complaints and academic appeals procedure
If you have a complaint relating to any aspect of the Department or its staff
or to any academic or College matter, you should first discuss it informally
with your Personal Advisor or with another member of staff in the Department.
We would hope that the majority of issues of this kind can be resolved by
informal discussion. There are, however, procedures that can be invoked in
serious cases. These are set out in the College Complaints Procedures for
students
http://www.royalholloway.ac.uk/ecampus/academicsupport/complaints/co
mplaints.aspx . You should raise your complaint as soon as possible.
If the complaint concerns an academic decision, there is an academic
appeals process. Please note that an academic appeal can only be
submitted once you have received your results via the College portal.
Details of the appeals procedures and permitted grounds for appeal can be
found on the following webpage
http://www.royalholloway.ac.uk/ecampus/academicsupport/academicapp
ealsandcollegecomplaints.aspx
9 Health and Safety Information
9.1 Code of practice on harassment for students
This can be found on the student home pages under regulations and
procedures http://www.students.royalholloway.ac.uk/study/read-ourcollege-regulations-and-procedures/
9.2 Lone working policy and procedures
The College has a ‘Lone Working Policy and Procedure’ that can be found at
http://www.royalholloway.ac.uk/iquad/services/healthandsafety/policiesand
procedures/loneworking.aspx
Lone working is defined as working during either normal working hours at an
isolated location within the normal workplace or when working outside of
normal hours. The Department and the type of work conducted by students
36 | P a g e
(other than laboratory work where specific guidance will be issued prior to
the commencement of work) is classified as a low risk activity and as such the
following advice is relevant.
Working out of hours counts as lone working - and the rule is the usual "If you
arrive and leave the department outside of 9-5 then you must call security on
3063 to let them know you are in the building and again to let them know
when you leave." There is an open access phone in the Queens foyer to use
for this purpose.
Any health and safety concerns should be brought to the attention of the
Departmental Health and Safety Coordinator or the College Health and
Safety Office.
It is likely that most activities will take place on College premises. However,
the principles contained in the above section will apply to students
undertaking duties off campus.
9.3 Field trips
Students carry out fieldwork as part of a number of core and option courses.
These activities are risk assessed and risk assessment forms will be issued to
students prior to the commencement of fieldwork. It is your responsibility to
familiarize yourself with and adhere to the measures put in place to
mitigate/reduce risk.
Students carry out fieldwork in relation to the dissertation. The procedure in
terms of health and safety is that the supervisor and student discuss health
and safety issues relating to the fieldwork and these are then formally
recorded on the Departmental risk assessment forms (available from the
Programme Director). The risk assessment forms give a detailed account of all
risks associated with fieldwork and measures put in place to mitigate/reduce
risk. Students will not be able to proceed with fieldwork unless they have
satisfactorily completed the risk assessment forms.
10 Equal Opportunities Statement and College Codes of Practice
10.1 Equal opportunities statement
The University of London was established to provide education on the basis of
merit above and without regard to race, creed or political belief and was the
first university in the United Kingdom to admit women to its degrees.
Royal Holloway, University of London (hereafter 'the College') is proud to
continue this tradition, and to commit itself to equality of opportunity in
employment, admissions and in its teaching, learning and research activities.
The College is committed to ensure that;
37 | P a g e

all staff, students, applicants for employment or study, visitors and
other persons in contact with the College are treated fairly, have
equality of opportunity and do not suffer disadvantage on the basis
of race, nationality, ethnic origin, gender, age, marital or parental
status, dependants, disability, sexual orientation, religion, political
belief or social origins

both existing staff and students, as well as, applicants for
employment or admission are treated fairly and individuals are
judged solely on merit and by reference to their skills, abilities
qualifications, aptitude and potential

it puts in place appropriate measures to eliminate discrimination and
to promote equality of opportunity

teaching, learning and research are free from all forms of
discrimination and continually provide equality of opportunity

all staff, students and visitors are aware of the Equal Opportunities
Statement through College publicity material

it creates a positive, inclusive atmosphere, based on respect for
diversity within the College

it conforms to all provisions as laid out in legislation promoting
equality of opportunity.
10.2 College codes of practice
Postgraduate codes of practice can be found in the Departmental
Postgraduate Handbook.
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APPENDIX 1: TEACHING STAFF AND ADMINISTRATION
MSc Programme Director & Chairman of Sub-Board of Examiners
Dr Simon Armitage
Responsible for overseeing day-to-day running of degree programme, policy
matters, forward planning, recruitment, selection of candidates and liaison
with external organisations.
MSc Teaching Team
All members of staff contributing to the teaching of the course syllabus (see
details below).
MSc Examination Sub-Board
All members of staff contributing to the teaching of the course syllabus and
one Visiting Examiner of senior status within the field of Quaternary Science.
The current Visiting Examiner is Professor Pete Langdon, Professor of
Palaeoenvironmental Change, University of Southampton.
BRIEF STAFF CURRICULA VITAE
Dr Simon Armitage
Reader in Quaternary Science, Centre for Quaternary Research, Department
of Geography, RHUL
Simon is the Director of the Geochronology Laboratory at Royal Holloway
and has research interests in the technical and theoretical development of
luminescence dating and its application to a wide range of Quaternary
archaeological and palaeoenvironmental problems. He is particularly
interested in climate change and archaeology in dryland environments, with
current work focusing on the impacts of late Quaternary climatic changes
upon pre-industrial human/hominin populations in Africa and the Arabian
Peninsula. He is a member of the TRACSYMBOLS project, which examines
how key behavioural innovations emerged among Homo sapiens and Homo
neanderthalensis in southern Africa and Europe respectively, and
whether/how environmental variability from MIS 6-3 influenced this
development.
Dr Simon Blockley
Reader in Quaternary Science, Centre for Quaternary Research, Department
of Geography, RHUL
Simon’s research activity focuses on improving chronologies, by better age
modeling and through tephrochronology. He is a Co-Investigator on the
NERC RESET (Response of Humans to Abrupt Environmental Transitions)
consortium, leading efforts to trace and identify tephra layers in terrestrial sites
in Europe and North Africa, and leads the Chronology workgroup of the EU39 | P a g e
funded INTegrating Ice core, MArine and TErrestrial records (INTIMATE)
project, which aims to develop common protocols and methods to
reconstruct abrupt and extreme climate change across Europe, 60,000 to
8000 years ago. Much of his research has been focused on the Lateglacial,
including ongoing work at the classic late upper Palaeolithic/Mesolithic site of
Star Carr (North Yorkshire). He is Chair of the RHOXSTOR (Royal Holloway and
OXford TephrochrOnology Research) network.
Mr Stephen Brooks (external, Natural History Museum)
Research Entomologist at the Natural History Museum, London
Steve’s research focuses on the use of Chironomidae as indicators of
environmental change with a focus on (a) quantitative reconstruction of late
Quaternary climate change in Northern Europe and southern South America;
(b) post-industrial pollution of freshwater ecosystems; systematics and ecology
of freshwater insects, especially Chironomidae, Odonata and Neuroptera.
Professor Ian Candy
Professor of Geography, Centre for Quaternary Research, Department of
Geography, RHUL
Ian’s research interests include the study of Quaternary sedimentary
sequences from Britain through the Mediterranean and Near East with the
aim of producing high resolution chronologies that allow better
understanding of geomorphic response to environmental change. In
particular Ian is keen on combining U-series dating with other complementary
techniques (such as OSL) to produce high precision sediment chronologies
that can be correlated with high resolution records of palaeoclimatic
change. Ian's research also focuses on palaeoclimatic reconstruction in
northwest Europe through stable isotope analyses. He is a core member of
the Ancient Human Occupation of Britain project (a £3.3 million research
project funded by the Leverhulme Trust) and serves on the Executive
Committee of the Quaternary Research Association as Publications
Secretary.
Dr Bethan Davies
Lecturer, Centre for Quaternary Research, Department of Geography, RHUL
Bethan is a glacial geologist interested in the interaction between glaciers
and climate over multiple timescales. She specialises in ice-sheet and glacier
reconstruction in temperate and high latitudes. Bethan uses a combination of
field studies, chronostratigraphical methods (especially cosmogenic nuclide
dating), remotely sensed data sets and numerical modelling to quantify icesheet and ice-shelf history. She is particularly interested in glacial processes at
the ice-bed interface, and has used detailed sedimentological analyses and
micromorphology to analyse processes of entrainment, deposition and
40 | P a g e
deformation. Her current research interests are orientated towards the
Antarctic Peninsula, the Patagonian Ice Sheet and the last British-Irish Ice
Sheet. Highlights from this research have included a revised reconstruction of
Middle Pleistocene and Devensian British and Fennoscandian ice sheet
interactions, an analysis of past, present and future ice-shelf and glacier
change in the northern Antarctic Peninsula and in Patagonia using field
studies, satellite image analysis and numerical modelling, an analysis of
glacial processes on James Ross Island, northern Antarctic Peninsula and
reconstructions of Last Glacial Maximum ice stream dynamics on the
northern Antarctic Peninsula. She is an editor of the Royal Society Open
Science and the Open Quaternary journals. Bethan recently held a Scientific
Committee for Antarctic Research (SCAR) Visiting Fellowship to visit Victoria
University of Wellington in New Zealand for six months in 2013.
Professor Scott Elias
Professor of Quaternary Science, Centre for Quaternary Research, Department
of Geography, RHUL
Scott’s expertise is in Quaternary insects, palaeoclimate, palaeoecology and
biogeography. His key focus is on the reconstruction of palaeoenvironments,
particularly in the Beringian region, and most notably in Pleistocene interglacial
climates in the Arctic. Scott is engaged in the development of quantitative
estimates of past climates, both through the use of stable isotope analysis from
fossil beetle chitin and through refining the Mutual Climatic Range method of
palaeoclimate estimation for North American Quaternary insect assemblages.
He is also collaborating with ancient DNA researchers to extract genetic
information from fossil beetle remains in permafrost sediments in Beringia. He is
Editor in Chief of the Encyclopedia of Quaternary Science.
Dr Tom Hill (external, Natural History Museum)
Museum Scientist Micropalaeontology, Natural History Museum, London
Tom’s main research interests lie in the reconstruction of Quaternary
palaeoenvironments. He has specific expertise in late Quaternary climate
change, with focus on the transition from the Devensian Late-glacial to the
Holocene period, and has experience in the application of pollen, diatom and
particle size analyses to palaeoenvironmental reconstructions.
Tom also has interests in contemporary and ancient coastal lowland systems
and the use of microfossils, including diatoms and foraminifera preserved in
coastal sedimentary archives as a quantitative tool for reconstructing sea-level
change during the Holocene. His most recent work builds on a strong interest
in geoarchaeology and the use of palynology and stratigraphy to study the
impact of human activity on the landscape change during the prehistoric
period.
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Professor J. John Lowe
Professor of Geography and Quaternary Science, Centre for Quaternary
Research, Department of Geography, RHUL
John’s research interests include Quaternary palynology, high-precision
geochronology of late Quaternary events, Late Quaternary palaeoclimate
change, tephrostratigraphy, palaeolimnology and peat stratigraphy. He is
Lead PI on the NERC RESET consortium and a founding member of the EUfunded INTegrating Ice core, MArine and TErrestrial records (INTIMATE) project.
He is a Past President of the Quaternary Research Association and of the
INQUA Palaeoclimate Commission.
Dr Alison MacLeod
Leverhulme Early Career Research Fellow, Centre for Quaternary Research,
Department of Geography, RHUL
Alison’s research focuses on Late Quaternary sediment sequences, with a
particular aim to construct robust and precise regional records of
environmental change through difference techniques, including analysis of
annually laminated sediments by thin section micromorphology, highresolution sedimentology and ITRAX XRF core scanning, tephrochronology,
radiocarbon dating and Bayesian integration of chronological data. In
recent years, she has been engaged in the development of a varve
chronology for the Last Glacial-Interglacial Transition (and Holocene) in the
UK and involved in the independent correlation and integration of records of
abrupt climatic change across the North Atlantic region and continental
Europe. She is a member of the EU-funded INTegrating Ice core, MArine and
TErrestrial records (INTIMATE) project.
Dr Ian Matthews
Senior Lecturer, Centre for Quaternary Research, Department of Geography,
RHUL
Ian’s research combines aspects of geochronology, environmental
archaeology and palaeoecology. Most recently, he has focused on
constraining and testing Holocene human-environment interactions in
European wetlands through high-precision geochronological techniques
including tephrochronology. His interests currently extend into investigating
abrupt climate change in a variety of geographic regions, including the
North Atlantic seaboard and the central Mediterranean, through the
generation of robust palaeoenvironmental and archaeological datasets
underpinned by precise and accurate chronologies. He is a member of the
EU-funded INTegrating Ice core, MArine and TErrestrial records (INTIMATE)
project.
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Dr Alice Milner
Lecturer, Centre for Quaternary Research, Department of Geography, RHUL
Alice’s research is focussed on using high-resolution pollen and multiproxy
records to characterise ecosystem and climate change during the
interglacials and early glacials of the late Quaternary (Eemian and
Holocene). She is particularly interested in using pollen analysis to understand
rapid climate changes and their characteristics, causes and effects on
terrestrial ecosystems. Much of Alice’s research has focussed on wetland,
lake and marine sites in the Mediterranean and the UK, although she also has
interests in using pollen to support archaeological interpretations of early
human activity in East Africa. Some of her current research applies a
contemporary and palaeo approach to understand recent ecological and
hydrological changes in peatlands, with an overarching aim of improving the
robustness of peat-based environment and climate reconstructions.
Dr Adrian Palmer
Senior Research Officer in Physical Geography, Centre for Quaternary
Research, Department of Geography, RHUL
Adrian is the deputy Technical Operations Manager in the Department of
Geography. His research involves the development of high-resolution
chronologies for the UK using the thin section micromorphology technique for
the analysis of annually laminated sediments. Adrian has particular interests
in the Lateglacial of the Scottish Highlands but also works on Middle
Pleistocene glacial and interglacial deposits, including the generation of
high-resolution information for the Hoxnian parastratotype deep lake
sequence at Marks Tey in Essex. He is also a member of the EU-funded
INTegrating Ice core, MArine and TErrestrial records (INTIMATE) project, which
aims to develop common protocols and methods to reconstruct abrupt and
extreme climate change across Europe, 60,000 to 8000 years ago.
Professor Danielle Schreve
Professor of Quaternary Science, Centre for Quaternary Research,
Department of Geography, RHUL
Danielle’s research is on Quaternary mammals, combining biostratigraphy
and the reconstruction of past environments, with the investigation of
palaeobiological aspects such as extinctions and evolutionary change and
the interaction of past mammalian communities with early humans. She has
worked extensively on fluvial sequences in the UK (especially the Thames and
Trent), on tufa sites in central Europe and most recently, on Late Pleistocene
43 | P a g e
cave sites in Britain. She is a core member of the Ancient Human
Occupation of Britain project (a £3.3 million research project funded by the
Leverhulme Trust), past President of the Geologists’ Association, Fellow of the
Society of Antiquaries and current Vice President of the Quaternary Research
Association. She is also a member of the EU-funded INTegrating Ice core,
MArine and TErrestrial records (INTIMATE) project.
Dr Varyl Thorndycraft
Senior Lecturer, Centre for Quaternary Research, Department of Geography,
RHUL
Varyl is a fluvial geomorphologist with research interests in palaeohydrology
and investigating the response of rivers to changing climate and land use
drivers during the Holocene. His research areas currently encompass the
north-west of England and southern Chile. His work combines alluvial
stratigraphic and hydraulic flood modelling approaches to quantify flood
response to past environmental change, by reconstructing preinstrumentation flood magnitudes and frequencies from slackwater flood
deposits preserved in bedrock gorges, and by quantifying the response of
flood hydraulics to both autogenic and allogenic drivers. He is a Member of
the Executive Committee of the British Society for Geomorphology and ViceChair of the Publications sub-Committee.
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APPENDIX 2: CORE COURSE OUTLINES
GG5291 Quaternary Palaeoclimatology
Staff
Dr Simon Armitage (co-ordinator, week 1), Dr Ian Matthews (co-ordinator,
week 2); CQR staff
Aims
The course aims to provide a comprehensive introduction to the different
palaeoclimate archives and proxies. It will provide an overview of
Quaternary climate forcing factors (both internal and external), events,
cycles and thresholds, illustrated with a range of case studies.
Content
Week 1: The Quaternary Period and Climate Change
Overview of the structure of the Quaternary, characteristics, key terms; Onset
of global cooling, potential causes for the onset of the Quaternary; Ice Age
cycles, ideas of Orbital Forcing, the proxy record of Ice Age cycles in the
benthic 18O record; The proxy record of Ice Age cycles in the ice core
record; amplification of the orbital signal (albedo, dust and greenhouse
gases); Abrupt climate change during the last Glacial; Heinrich events, D/O
cycles and the Bi-Polar see-saw; proxy records of abrupt change and their
correlation; Abrupt and short-term climate change during the Holocene; key
events and their causes (8.2ka, Medieval Warm Period, Little Ice Age);
response of ecosystems and landscapes; The Monsoon and its role in
Quaternary climates.
Week 2: Quaternary climate change: its Physical Expression
Quaternary climate change in High latitudes; Quaternary Glaciations;
Quaternary climate change in the temperate Mid-Latitudes (western Europe
and the Mediterranean); Abrupt climate change in northwest Europe
Teaching format
The course is based upon lectures and class discussion.
Assessment
Coursework accounts for 100% of the marks: 3000 word essay in the style of a
NERC-quality grant proposal, on a choice of palaeoclimatological topics.
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Learning outcomes
By the end of this course, students should:




Understand the nature and process of climate forcing factors during
the Quaternary, including external (eg. tectonics, orbital forcing, solar)
and internal (eg. ocean circulation, ice sheets, greenhouse gases)
factors.
Appreciate the archives available to provide Quaternary
palaeoclimate records, particularly ocean and ice cores.
Have an overview of Quaternary climate thresholds, cycles and events
(eg. onset of Northern Hemisphere glaciation, Mid-Pleistocene
Revolution, Glacial-Interglacial cycles, Dansgaard-Oeschger cycles,
Heinrich events, ENSO, NAO)
Understand the physical expression of Quaternary palaeoclimate
through a range of case studies
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:


Directly through the course work essay
Indirectly through the dissertations which may benefit from an
appreciation of the specific techniques and palaeoclimatic principles
covered in the course
Promotion of transferable skills
Group discussion promotes evaluation and critique of published information.
The course work encourages the assimilation, summary and interpretation of
palaeoclimatic datasets, requiring considerable organisation and
presentation skills. The style of a NERC grant proposal for the assignment
promotes skills in designing and costing a research grant.
GG5201 Sedimentology and Stratigraphy
Staff
Professor Ian Candy & other CQR staff
Aims
The aim of the course is to make students aware of how Quaternary
sequences are preserved and explain how sediments accumulate in a range
of depositional environments (Including fluvial, marine, glacial, lacustrine and
Aeolian), highlighting the problems that different depositional environments
present for the construction of continuous Quaternary records. The course
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also aims to highlight the issues associated with constructing stratigraphies
within the fragmented terrestrial record and the problems of relating these
stratigraphies to climatic events in the continuous marine isotopic record,
and to explain the range of approaches that can be used to construct
stratigraphies, with particular reference to the Quaternary stratigraphy of
Britain. Finally, the course will develop student ability to describe and
interpret sediment sequences using a range of techniques
Content
Week 1: Sedimentology
Introduction; Depositional processes and flow; Diamicton processes; Sorted
sediment structures; Deformation structures; Particle size analysis; Sediment
fabrics; Roundedness and other properties; Describing sediments in the field;
Field sedimentology: poorly sorted sediments (Hunt’s Bay, South Wales);
analysis of Quaternary sediments (practical) and presentation of field and
laboratory results in the afternoon; Lacustrine sedimentation; sediment
accumulation and preservation; Review of fieldwork data
Week 2: Stratigraphy
Quaternary climate change; Terrestrial stratigraphies and introduction;
Stratigraphic techniques; the Early and early Middle Pleistocene in the UK;
Warm climates in the early Middle Pleistocene; Lowland Glaciation;
Interglacial episodes; Quaternary stratigraphy in the field (two day trip to
eastern England); Last Glacial cycle and the Last Glacial Maximum; the
Lateglacial/Interglacial transition; Review of fieldwork results
Teaching format
The course is based upon lectures, field trips, practicals and class discussion.
Assessment
Coursework accounts for 100% of the marks on the course. There are two
coursework reports, based around the field trips (one based on
sedimentology and one based on stratigraphy), both of these will be a
maximum of 1500 words.
Learning outcomes
By the end of this course, students should:


Understand the processes that lead to the accumulation of sediment
sequences
Identify the strengths and limitations of sediment sequences as archives
of palaeoenvironmental change
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


Develop skills in recording sediment characteristics and attributes in the
field
Be able to explain the main techniques that are commonly used to
construct terrestrial stratigraphies
Develop key skills in presenting and describing scientific data
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:


Directly through the course work essays
Indirectly through the dissertations which may benefit from an
appreciation of the specific techniques and
sedimentological/stratigraphical principles covered in the course
Promotion of transferable skills
Group discussion promotes evaluation and critique of published information.
The fieldwork encourages observational and descriptive skills. The course
work encourages the assimilation, summary and interpretation of
sedimentological and stratigraphical datasets, requiring considerable
organisation and presentation skills, in particular of stratigraphical logs.
GG5232 Palaeoecology, Dating and Quantification
Staff
CQR Staff
Aims
The aims of the course are to provide an overview of important
palaeoecological proxy methods used to reconstruct Quaternary
environments and biotic assemblages and to provide instruction of methods
employed to obtain quantitative estimates of past environmental conditions
using palaeoecological data. Students will be introduced to the principal
methods used to date Quaternary sequences, and learn to assess their
limitations, and will then combine palaeoecological methods with
chronological data in order to construct realistic age models from which the
timing, rate and persistence of environmental changes can be inferred. The
overarching aim is this to show how the above procedures and their
outcomes fit into the wider perspective of global models of past
environmental change and the potential for testing models of future
environmental change.
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Content
Week 1: Palaeoecology
Uniformitarianism; taphonomy; application, strengths and limitations of a
range of environmental proxies, including pollen, plant macrofossils, beetles,
chironomids, cladocerans, vertebrates and hominins, diatoms, marine
foraminifera, ostracods, molluscs and biomarkers
Week 2: Quaternary geochronology
The application, strengths and limitations of a range of Quaternary dating
methods, including the construction of the SPECMAP timescale based on
oxygen isotope variations, radiometric methods (potassium-argon; U-series;
radiocarbon), radiation 'damage' methods (luminescence, fission track, and
cosmogenic isotope ratio analysis), chemical and biological degradation
methods (obsidian hydration, uranium uptake and calcification, amino-acid
dating), time-equivalent procedures (palaeomagnetic variations, volcanic
ash chronology) and annually-resolved methods (dendro-chronology, varve
chronology, coral growth layers).
Week 3: Quantification and modelling
Radiocarbon calibration procedures; age model construction and testing;
convergence testing of age models; modern analogue approach to
modelling of past environmental conditions; transfer function approaches;
spectral analysis; time-space reconstructions/mapping; biome models and
Earth System Models.
Teaching format
The course is based upon lectures, practical exercises and class discussion.
Assessment
Coursework accounts for 100% of the marks on the course: a 3000 word
course paper (on a choice of topic), reporting results of analysis of a
palaeoecological data-set.
Learning outcomes
By the end of this course, students should:


Have an up-to-date overview of key methods used in Quaternary
palaeoecology and chronology
Have experience of how these approaches are combined to generate
integrated models of environmental change
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


Be able to judge which methods have the highest potential and
reliability in different geographical, stratigraphical and site contexts
Have knowledge of running quantitative models, including Bayesianbased procedures, from which the magnitude and rate of
environmental change can be inferred, and to assess the uncertainties
associated with the results
Be better equipped to design experiments that may lead to improved
precision and accuracy of environmental reconstruction and
geochronological definition. Understand the physical expression of
Quaternary palaeoclimate through a range of case studies
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:


Directly through the course work essay
Indirectly through the dissertations which may benefit from an
appreciation of the specific techniques and palaeoecological and
geochronological principles covered in the course
Promotion of transferable skills
Group discussion promotes evaluation and critique of published information.
The laboratory work encourages observational and descriptive skills. The
course work encourages the assimilation, summary and interpretation of
palaeoecological and geochronological datasets, requiring considerable
organisation and presentation skills.
GG5293 Techniques of Quaternary Research
Staff
CQR teaching staff
Aims
The course aims to provide a range of specific and transferrable skills in
laboratory, field and desktop techniques to: a) complement skills taught on
other core and option courses; b) prepare the students for their dissertation;
and c) improve employability.
Content
The course is divided into three parts, each of a week’s duration:
Week 1: Introduction to Quaternary geomorphology; importance and
applications of mapping and surveying in Quaternary Science; remote
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sensing; aerial photographs; Google Earth; NextMap and other methods;
practical sessions on use of Google Earth using case studies; field surveying
(Total Station, differential GPS, coring, sediment description); introduction and
practical sessions on LiDAR and GIS; graphics training (drawing of sediment
logs). The graphics training session will be taught separately as a single
session in Reading Week so as to provide maximum benefit following the
Sedimentology & Stratigraphy core course.
Week 2: Filmed individual oral presentations; PhD and grant applications
advice; employability sessions with former graduates and other employers
Week 3: Preparation for the Scottish Highlands field course, including
approaches to mapping and interpreting glacial landforms; key elements of
the glaciation history of the Highlands; webpage design training and
practice
Teaching format
The course is based upon fieldwork, laboratory and computer practicals, oral
presentations and lectures.
Assessment
Students will be given verbal and written feedback on: a) their mapping skills
(Week 1); filmed oral presentations (Week 2); and web design (Week 3).
Coursework accounts for 100% of the marks on the course: A website
conveying the findings and significance of a scientific paper to a general
audience. Attendance on the course is a compulsory pre-requisite for the
students to attend the Scottish field trip (GG5230) and undertake the
dissertation (GG5299).
Learning outcomes
By the end of the course, students should:




Be familiar with essential field techniques including remote sensing,
surveying, mapping, coring and other methods
Be able to integrate field data and LiDAR with GIS to generate and
interpret landform models
Be proficient in presentational skills, both orally and in the form of webpage design; be proficient in the use of graphics for Quaternary
sediment logs and other purposes
Be prepared for the fieldtrip in the Scottish Highlands by understanding
approaches to mapping and interpreting landforms and sediments in
the field and acquire background in the history of glaciations in
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
Scotland; receive logistical, safety and academic briefings and
guidance
Be able to maximise employment or further research potential through
acquisition of specific and transferrable skills
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through a series of field and practical exercises on the fieldtrip
and elsewhere
Directly through the assessed presentations
Indirectly through the choice, design, content and execution of the
dissertation/research project
Promotion of transferable skills
The course provides experience and skills in relevant information-based
technology. Teamwork skills are developed through group co-operation for
data synthesis and analysis. Skills in graphics and web-page design also form
an integral part of this course. Over the course of the programme, each
student has to present a minimum of four oral presentations to peers, other
postgraduates and academic staff, under conference-type formal
proceedings, which fosters communication skills.
GG5230 Field Training Programme
Staff
Dr Adrian Palmer, Dr Bethan Davies, Dr Ian Matthews and Professor John
Lowe
Aims
This field course (currently based in the Western Highlands of Scotland) aims
provides students with a sustained period in the field to gain in-depth
experience of a range of field methods, including landform mapping,
instrumental surveying, sub-surface coring, stratigraphic logging and applied
numerical modeling. It also has been designed to bring together all of the
relevant elements and approaches that the students have studied in the
Core and Option courses. During the field course, these different threads are
all brought to bear on a particular time period and landscape context, and
a core theme. The theme is the extent, timing, rate and causes of the growth
and demise of the last glaciers to occupy the Western Highlands of Scotland.
It is scheduled just before the date when students are required to select
project topics for the dissertation element of the degree programme, and
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therefore provides instruction relevant to project design, execution and
presentation. It therefore provides a bridge between the taught courses in
Terms 1 and 2, and the Dissertation (individual project) of Term 3.
Content
Two preparatory days of lectures are provided in advance of departure to
Scotland, to set the regional and scientific context, explain the structure, aims
and content of the course, and introduce the students to the literature
available. The field course itself is structured as follows:
The first six days of the course introduce the students to the local landscape
and key geological features, to existing theory and understanding, and to
the outstanding questions that remain to be answered, particularly
concerning the extent, timing and causes of the last glacier ice masses to
have occupied the Scottish Highlands. The party visits different locations
throughout the Highlands, the students are shown important elements of the
field evidence, and are required to keep notes of their observations and of
the field discussions. In the evenings, staff lead discussions on the evidence
covered each day, invite questions, and provide a steer towards current
gaps in knowledge. Data projectors are available for this purpose.
Day 7: The students are then given a full day to review the information
gathered during the first six days, and to design their own team projects that
address some of the key issues raised in earlier discussions. The project
proposals are reviewed by the staff on the evening of Day 7, and equipment
lists and other logistical requirements are agreed with each project team.
Days 8 and 9 are devoted to execution of the team projects, with the results
and observations reviewed each evening. Students are encouraged to
photograph the features they observe, the field methods employed, and
any particularly problematic elements encountered, and in the evenings
these can be shown to peers and staff, allowing the emerging evidence and
project progress to be reviewed.
Day 10 is student-led. In the morning each team co-ordinates their project
results and prepares a PowerPoint presentation explaining the project’s aims,
methods, results and scientific implications. In the afternoon, a mockconference session is held, during which each team presents their project
results within predetermined time limits. Each presentation is followed by
questions and discussion.
Assessment
(a)
A summative 2500 word Field Project Report, explaining the aims,
methods, results and outcomes of the field project completed, with a 500word appendix explaining the individual student’s contribution to the project
(70% of marks).
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b) An A3 colour poster to be presented at a mock conference session
entitled 'The Late Quaternary of Scotland: Current Issues and future
perspectives'. The students would be asked to identify a key scientific
problem within one of the topics discussed during the field training
programme, explain our current understanding and then summarise a future
programme of research that might advance our understanding of the Late
Quaternary Geology of Scotland (30% of marks).
Learning outcomes
By the end of the course, students should be able to:






Plan and conduct field-based investigations that address key, modern
research questions in Quaternary Science.
Develop the optimal design strategies for field-based experiments,
including the development of substantive aims and objectives for a
project.
Work as a team for the integration of linked field investigations and
data synthesis
Visualize field-based experimental results and evaluate their
significance
Give an oral presentation of field-based experimental results, illustrated
using PowerPoint slides, under mock-conference constraints
Present research results in poster form
The course also provides students with hands-on experience of a range of
field equipment and illustrates the full gamut of progressive stages in fieldbased research, from conceptualising a problem, through experimental
design, to delivery of results. The students will also have a much clearer idea
of how the various topics taught in the Core and Option courses can be
integrated for the reconstruction of relatively sophisticated
palaeoenvironmental models.
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:




Directly through the field report and poster
Directly through a series of field and practical exercises on the fieldtrip
Directly through the mock presentations
Indirectly through the choice, design, content and execution of the
dissertation/research project
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Promotion of transferable skills
The course provides experience and skills in participating in field research and
planning of field-based analyses. Fieldwork encourages individual
observational and descriptive skills. Teamwork skills are developed through
group co-operation for data synthesis and analysis. Students also present
talks and posters under conference-type formal proceedings, which fosters
communication skills and promotes abilities in synthesizing information.
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APPENDIX 3: OPTION COURSE OUTLINES
GG5203 Palynology
Course Leader
Dr Alice Milner
Aims
The course aims to provide a thorough grounding in the theory and
methodology of Quaternary pollen analysis, in particular pollen morphology,
pollen identification, pollen recruitment and preservation, field and
laboratory techniques, pollen counting, construction and zonation of pollen
diagrams, and interpretation of pollen diagrams in terms of past flora,
vegetation, landscape and environment. Particular emphasis is given to the
“hands on” aspects of pollen analysis.
Content
The detailed syllabus covers the following topics:







Basic pollen structure, pollen types and pollen identification
Field sampling selection criteria
Preparation and laboratory techniques
Pollen counting and pollen diagram construction
Zonation and use of computer programs to plot a pollen diagram
Interpretation of pollen analytical data
Factors affecting fossil pollen abundance, diversity and preservation
Teaching format
The course is based upon lectures, laboratory practical and data analysis
classes.
Assessment
Course assessment is based on a 3000 word report, formatted as a short
communication that conforms to the guidelines of a specified Quaternary
journal. The report should include (i) the results of laboratory analytical
exercises undertaken during the course; (ii) data plots and a zoned pollen
diagram, with justification for the zonation scheme; and (iii) critical
assessment of the data in the context of relevant published late Quaternary
pollen records.
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Learning outcomes
By the end of this course, students should:




Understand the principles of pollen analysis as a tool in Quaternary
palaeoecology
Be aware of the strengths and the weaknesses of pollen analysis as a
tool in Quaternary research
Know how to make reliable pollen counts of samples and plot a pollen
diagram
Appreciate the factors which influence the assessment and
interpretation of Quaternary pollen-analytical data
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:


Directly through the formally assessed work, in which the students must
show an understanding of the theory and practice of Quaternary
pollen analysis and the ability to perform reliable pollen counts
Indirectly through the dissertation, which may benefit from an
appreciation of the specific techniques and palaeoecological
principles, as well as the general concepts covered in the course
Promotion of transferable skills
The course encourages clear and logical thought in the design and
implementation of Quaternary pollen-analytical studies and in the analysis
and interpretation of Quaternary pollen stratigraphical data. The course
involves individual practical work, which encourages observational skills. The
assessment requires critical reading and assimilation of original papers, and
the ability to synthesise and evaluate critically selected scientific publications.
GG5207 Coleoptera
Course Leader
Professor Scott Elias
Aims
The course aims to provide an introduction to the extraction of insect remains
from sediments and facilitate understanding of the processes of identification
using comparative collections and published keys. The course will also
promote familiarisation with the techniques involved in quantifying past
palaeoenvironmental and palaeoclimatic conditions, as well as
stratigraphical correlation
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Content
This course introduces the use of coleoptera as environmental and climatic
indicators. No previous experience of these insects will be assumed, but
students will benefit from having a broad interest in Quaternary
palaeoecology. The following topics will be covered:






Insects as environmental indicator fossils
Recovery and identification of insects in Quaternary deposits
Interpretation of datasets in terms of communities, local environment
and palaeoclimate
Comparison of reconstructions to those derived from other data sets
(e.g. pollen)
Insect assemblages in correlation
Quaternary insect stratigraphy: lessons for ecological theory
Teaching format
The course is based upon lectures, practicals and class discussion.
Assessment
Course assessment is based upon an essay (3000 words) critically assessing
the techniques of Coleoptera analysis with particular reference to qualitative
and quantitative palaeoenvironmental and palaeoclimatic reconstructions.
Students will choose their essay topic from a selection of alternatives. Their
essays will entail extensive use of the literature, based principally on
references provided in the course reading list. These references are available
from the course leader.
Learning outcomes
By the end of this course, students should:





Be aware of the techniques used to isolate insects from sediments
Be aware of the main criteria used to identify different Coleoptera
species
Understand the basis of the various numerical techniques of analysis
and the Mutual Climatic Range (Coleoptera) approach to
palaeoclimate reconstruction
Appreciate the reasons for discrepancies between palaeoclimatic
reconstructions derived from different palaeoecological data sets
Be familiar with the potential and limitations for using insect remains for
stratigraphic correlation
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Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through the formally-assessed coursework, for which students
have to complete an essay designed to test their ability to assess
critically the techniques of fossil insect analysis
Directly through a series of non-assessed practical exercises requiring
the isolation and identification of insects as well as the analysis of data
sets
Indirectly through the dissertation and assessment, which may benefit
from an appreciation of the specific techniques and palaeoecological
and palaeoclimatic approaches as well as the general concepts
covered in the course
Promotion of transferable skills
Some of the practical exercises require group co-operation for data synthesis
and analysis. Numerical and statistical skills are developed through the
analysis of data sets.
GG5209 Micromorphology
Course Leader
Dr Adrian Palmer
Aims
The course will provide an introduction to the study of thin section
micromorphology and its application to Quaternary sediments. The course
will focus on the preparation of thin sections from unconsolidated sediments,
using appropriate descriptive formats and generate robust interpretations of
different Quaternary sediment sequences. Students should also have an
understanding of how thin section micromorphology has become a key tool
in Quaternary Sedimentology and is of crucial importance for the
interpretation and palaeoenvironmental reconstruction of Quaternary
sequences, whilst also essential for the generation of high-resolution
chronologies.
Content
The emphasis of the course will be placed on developing the microscopy
skills of the students and therefore much time will be devoted to microscopic
work. During the examination of sediments time will be set aside for students
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to describe their findings to the group and discuss the processes of sediment
deposition. The syllabus will cover:




Examples of palaeoenvironmental reconstructions using
micromorphology; Sampling techniques in the field and from cores;
Preparation of samples in laboratories at RHUL; Introduction to
petrological microscopy
Glaciolacustrine sediments; Introduction to micromorphology of
glacigenic sediments
Glacigenic sediments
Quaternary palaeopedology
Teaching format
The course is based upon lectures, practicals and class discussion.
Assessment
An essay (2000 words maximum) focussing on a critical examination of how
thin section micromorphology has enhanced Quaternary research. Practical
exercises focusing on the detailed analysis of one thin section selected from
the suite of palaeoenvironments studied during the course. Thin sections will
be made available in the two weeks subsequent to the course in order to
develop more detailed descriptions of the sediments (1000 words).
Learning outcomes
By the end of this course, students should be able to:





Understand how sections are sampled in the field and laboratory,
including manufacture of thin sections, timescales for the preparation
of the slides and costs associated with production
Use of petrological microscopes for the description of Quaternary
sediments
Use appropriate descriptive techniques and generating summary
sheets for communicating the findings of microscale analysis of the
different Quaternary sediments covered in the course
Make appropriate process-based interpretations of thin sections to
develop a palaeoenvironmental reconstruction
Critically examine the micromorphological technique in a variety of
sedimentological contexts
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Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through a series of practical exercises requiring the description
and interpretation of the microscopic characteristics of different
deposits
Directly through the formally-assessed course work, for which students
have to complete exercises designed to test their ability to derive and
interpret micromorphological data
Indirectly through the formulation and execution of dissertations which
may benefit from an appreciation of micromorphological studies
Promotion of transferable skills
Part of the assessed course work has to be submitted in the form of laboratory
reports requiring manipulation of microscopic methods and computer
software.
G5212 Theory and Applications of Luminescence Dating
Course Leader
Dr Simon Armitage
Aims
The course aims to introduce students to both theoretical and practical
aspects of the luminescence dating of Quaternary sediments.
Content
The detailed syllabus includes the following topics:




Physical mechanisms of luminescence dating
Preparation techniques and measurement equipment
Assessment of equivalent dose and environmental dose rate values
Case studies of luminescence dating in a range of sedimentary
contexts
Teaching format
The course is based upon lectures, practicals and class discussion.
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Assessment
The course assessment consists of two elements:
1) Course Paper: A 2000 word review of an aspect of luminescence dating
including technical information and details of the practical implications. This
review should be written in the style of a scientific paper. 67% of course mark.
2) Laboratory report: A concise report (1000 words) on the activities
conducted during the practical element of the course. 33% of course mark.
Learning outcomes
By the end of the course, students should:




Be aware of the processes of luminescence signal accumulation,
storage and stimulation
Be aware of methodologies used to isolate and measure the
luminescence signal of those minerals commonly used in luminescence
dating
Be aware of the principles, forms and reliability of environmental dose
rate evaluation
Be able to produce equivalent dose and environmental dose rate
values, with associated values of statistical uncertainty, and hence
luminescence age estimates
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through a series of practical exercises in the luminescence
laboratory
Directly through the formally-assessed course work, which tests their
ability to assess technical information and interpret luminescence data
Indirectly through the formulation and execution of dissertations which
may benefit from an appreciation of OSL
Promotion of transferable skills
The course paper requires critical reading and the assimilation of a wide
range of data. The ability to reduce this information to a specified word limit
and communicate concisely is developed. The course paper should be in
the style of a scientific paper, developing or affirming the knowledge of the
technical requirements of such a publication. The laboratory report requires
numerical and statistical skills, notably organisation and analysis of large
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volumes of data within a spreadsheet and practical approaches to error
propagation.
GG5220 Quaternary Microfossils
Course leaders
Dr Tom Hill
Aims
The course will provide students with an overview of the role of microfossil
analysis in Quaternary science, after which three key microfossil groups
(diatoms, foraminifera and testate amoebae) will be studied in detail. These
groups will be used to exemplify the advantages and disadvantages inherent
in the use of microfossils in Quaternary environmental reconstruction.
Content
The microfossils reviewed are valuable Quaternary 'proxies', providing an
indirect signal of past climatic or environmental conditions. Such signals may
be linked to changes in temperature, precipitation, sea level etc., which in
turn enable Quaternary scientists to establish qualitative and quantitative
reconstructions of past environments. Each group will be studied in terms of
morphology, identification and environmental interpretation, providing
students with the ability to successfully undertake self-directed critical analysis
of microfossil data. The microfossil groups under consideration will be divided
between freshwater and marine environments
Teaching format
The course will be divided approximately equally between
lectures/discussions and practical work.
Assessment
The course assessment will take the form of a 3,000 word assignment,
formatted in the style of a commercial report. Students will be expected to
analyse and interpret up to three different microfossil assemblages alongside
appropriate metadata (e.g. grain size, sediment colour and texture) and
combine these data to provide a palaeoenvironmental interpretation of the
sedimentary sequence.
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Learning outcomes
By the end of this course, in which practical exercises and assessed
coursework form an integral part, students should:




Appreciate basic taxonomy and identification techniques associated
with a selection of microfossil groups.
Be aware of the key strengths and weaknesses relating to the different
microfossil groups when undertaking Quaternary investigations.
Be competent in the methods used to collect, present and interpret
data from a range of microfossil groups.
Understand and apply the principles of microfossil analyses to
Quaternary environmental reconstructions.
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through the formally-assessed course work consisting of a 3000
word report
Directly through a set of non-assessed practical
Indirectly, through the formulation and execution of the dissertation
that may benefit from an appreciation of the analytical techniques
and general concepts covered in the course
Promotion of transferable skills
The discussion sessions encourage group co-operation and teamwork. The
practical exercises develop general laboratory and observational skills. The
course provides experience in numerical data handling and report writing.
GG5223 Quaternary Mammals
Course Leader
Professor Danielle Schreve
Aims
The course aims to provide students with a theoretical and practical
understanding of the value of mammalian fossil material to Quaternary
studies and its use in Palaeolithic zooarchaeology. The course promotes a
familiarity with the techniques involved in the excavation, identification and
analysis of mammalian fossil material, an understanding of taphonomic
factors and an awareness of different depositional environments. The course
further aims to provide students with an understanding of the principles
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behind the use of mammalian assemblages in biostratigraphy and the
implications for Quaternary climatic and environmental change
Content
The course will provide a thorough grounding in Quaternary vertebrate
(principally mammalian) palaeontology, with particular reference to
sampling and processing techniques, taphonomy and the description,
identification and interpretation of vertebrate assemblages against a
background of Quaternary climatic and environmental change. The
detailed syllabus covers the following topics:









Site formation processes and biases in the fossil record
Techniques for the collection, processing and analysis of fossil
vertebrate remains
Identification and taxonomy of key vertebrate groups
Palaeoecology of Quaternary vertebrates
The application of ancient DNA to Quaternary mammal studies
European Quaternary mammalian faunal history, including the
application of biostratigraphical techniques to sedimentary
sequences, evolutionary trends, responses of mammals to Quaternary
climatic and environmental change
Identification of evidence of mammalian exploitation by early
hominins
Quaternary mammals of North and South America and Australia
Megafaunal extinctions
Teaching format
The course will include lectures, practicals, demonstrations and class
discussion. A hands-on approach is encouraged with ample opportunity to
handle fossils, casts and recent comparative mammalian material.
Assessment
The course assessment (100%) will take the form of a guided practical
exercise (to be written up as a 3000 word report), during which students will
be expected to interpret vertebrate assemblages of different ages and from
different depositional environments.
Learning outcomes
By the end of the course in which discussion, practical exercises and course
work form integral parts, students should have acquired:

Basic identification skills in a number of key fossil vertebrate group
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



An appreciation of the nature of the vertebrate fossil record, with
regard to taphonomy
An understanding of Pleistocene vertebrate faunal histories and their
use in biostratigraphy and palaeoecological reconstruction
A knowledge of early hominin practices relating to mammalian
remains
An awareness of the strengths and weaknesses of vertebrate remains in
the interpretation of Quaternary sequences
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through practical exercises requiring the description and
identification of key fossil groups
Directly through the formal assessment, for which students must apply
their knowledge of taphonomic processes, vertebrate palaeoecology
and biostratigraphy to interpret fossil assemblages
Indirectly, through the formulation and execution of the dissertation
that may benefit from an appreciation of the specific techniques and
palaeontological principles, as well as the general concepts covered
in the course
Promotion of transferable skills
Vertebrate identification encourages observational and descriptive skills, as
well as the application of identification keys. The formal assessment
encourages the collection, assimilation and summary of diverse lines of
evidence (taphonomic, biostratigraphical, palaeoecological), requiring
considerable organisation and presentation skills.
GG5229 Late Quaternary Palaeohydrology
Course Leader
Dr Varyl Thorndycraft
Aims
To provide an overview and critical discussion of key issues in Late Quaternary
palaeohydrology through two main topics: 1) Late Pleistocene glacial
meltwater palaeohydrology; and 2) Holocene alluvial systems.
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To provide practical research experience in palaeohydrology, including: 1)
geomorphic mapping of Late Quaternary river systems using GIS; and 2)
fieldwork on alluvial floodplain stratigraphy.
Content
The course will cover the following topics:



Introduction to fluvial processes: flow hydraulics and sediment
transport.
Late Quaternary meltwater palaeohydrology: meltwater pulses and
palaeoclimate; glacial lake outburst floods and landscape change;
GIS mapping of glacierised catchments.
Holocene alluvial systems: floodplain sedimentary environments;
deciphering allogenic and autogenic drivers of change; palaeoflood
hydrology: Holocene floods and climate; Fieldwork on late Holocene
floodplain palaeoenvironments: testing allogenic vs autogenic drivers
in the River Erme (Devon).
Teaching format
The course consists of lectures, a fieldtrip, group presentations (on their field
data), group discussions, and a GIS practical.
Assessment
Coursework (100%). One piece of written coursework (3000 words maximum):
A dating proposal for River Erme (Devon) field site to test allogenic vs
autogenic drivers of floodplain change.
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Learning outcomes
By the end of this course, students should have gained knowledge of:







How Late Pleistocene meltwater pulses can influence palaeoclimate
The role of glacial lake outburst floods in causing regional to local scale
catastrophic changes in landscape
The roles of allogenic versus autogenic drivers of change in Late
Quaternary fluvial systems.
The controls on fluvial terrace formation and preservation.
Holocene climate change and flooding through evidence from
palaeoflood hydrology.
Techniques of reconstructing floodplain environments:
geomorphological mapping and coring; floodplain stratigraphy and
depositional environments;
Mapping Late Quaternary palaeohydrology using GIS.
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly by assessment of the formal assessment exercise
Indirectly through fieldwork, class discussions and informal oral
presentations
Indirectly, through the formulation and execution of the dissertation
that may benefit from an appreciation of the analytical techniques
and general concepts covered in the course
Promotion of transferable skills
The fieldwork promotes group collaboration and synthesis of ideas and data.
The GIS practical builds on GIS work in TQR1 to provide further experience in
the application of GIS software (ArcMap). Student presentations provide
experience in scientific dissemination techniques.
GG5233 Glaciers in the Climate System
Course Leader
Dr Bethan Davies
Aims
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To give students an introduction to the key concepts and methods used in
modern glacial geology and glaciology, including process glaciology, glacial
geology and numerical ice-sheet modelling.
Content
The detailed syllabus will include some or all of the following topics:



Techniques for constraining past and present glacier dynamics
Methods for extrapolating these changes using numerical models
Practical experience of numerical modelling, GIS, remote sensing, and
ice penetrating radar.
Teaching format
The course consists of lectures, practical classes and informal class
discussions. Lectures will introduce the fundamental principles, whilst practical
classes will encourage deeper, active learning. These practical classes will
provide students with key experience in numerical modelling, GIS and remote
sensing, and ice penetrating radar.
Assessment
a) A 1000 word report on one of the three practical exercises conducted in
the class (33% of marks for the course).
b) A 2000 word essay on one of a series of possible essay questions, exploring
themes introduced in the module (67% of marks for the course).
Learning outcomes
By the end of this course, in which practical exercises and assessed
coursework form an integral part, students should:






Understand the physical processes of ice flow and mass balance
Be aware of the limitations and advantages in reconstructing past ice
sheets from glaciological and glacial geological data
Understand the key principles of ice-sheet and glacier modelling
Have developed skills in quantitative GIS and remote sensing of
glaciers
Understand the role which glaciers and ice sheets play within the
climate and ocean system
Understand the role which radar data plays in understanding ice-sheet
and glacier dynamics and thermal regime
Assessment goals
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The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through a series of practical sessions
Directly through the summatively-assessed course work
Indirectly through the formulation and execution of dissertations which
may benefit from an appreciation of the key concepts and methods
used in modern glacial geology and glaciology
Promotion of transferable skills
The course paper requires critical reading and the assimilation of a wide
range of data. The ability to reduce this information to a specified word limit
and communicate concisely is developed. The practical exercises will
enhance data handling, numerical and statistical skills.
GG5290 Tephrochronology
Course leaders
Dr Ian Matthews
Aims
To give students an introduction to the scientific underpinning of
tephrostratigraphy and tephrochronology and the essential practical skills
required to undertake tephra studies in palaeoenviroenmental records.
Content
The detailed syllabus includes the following topics:





Volcanological background to tephrochronology and
tephrostratigraphy
Transport, deposition and stratigraphic issues in distal tephra research
Identification and extraction of distal tephra
Geochemical characterization of tephra
Age modelling and tephrochronology
Teaching format
The course is based upon lectures, and practical classes, with about 50% of
the course being based around practical teaching.
Assessment
Building on the skills and information acquired during the practical sessions,
students will prepare a research paper on the identification, correlation and
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age modelling of tephra located in the cores they have been analysing. This
should be concise and of a style suitable for an academic journal (3000
words).
Learning outcomes
By the end of this course, in which practical exercises and assessed
coursework form an integral part, students should:





Be aware of the scientific underpinning of tephra research
Be aware of methodologies used to identify and correlate tephra
Be aware of the potential for improving age models based by
integrating tephra with other dating and correlation methods
Be able to extract distal ash from host sediments, identify microscopic
tephra and evaluate tephra chemical data
Be able to integrate tephra with various dating methods
Assessment goals
The degree to which students have successfully attained these learning
outcomes is evaluated:



Directly through the formally-assessed course work consisting of a
focused research paper
Directly through a set of non-assessed practical exercises which
culminate in the production of a tephra correlation exercise
Indirectly, through the formulation and execution of the dissertation
that may benefit from an appreciation of the analytical techniques
and general concepts covered in the course
Promotion of transferable skills
The course paper requires critical reading and the assimilation of a wide
range of information. The ability to integrate this with data from the practical
exercises is a key skill across a range of sciences. The course paper should be
in the style of a scientific paper, developing or affirming the knowledge of
the technical requirements of such a publication. Tephra identification
requires a set of practical skills applicable in many areas of research,
particularly the use of a polarizing microscope. Moreover correlating tephra
using chemical and other information, as well as integrating tephra into age
models requires develops a range of statistical and numerical skills.
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APPENDIX 4: GUIDELINES FOR THE PREPARATION AND SUBMISSION OF THE MSc
DISSERTATION
A dissertation forms an integral, assessed component of the MSc degree
programme. This should report the results of an original piece of research
that includes fieldwork and/or laboratory analyses on a topic relevant to the
MSc programme syllabus. Dissertations must be submitted typed on A4
paper following the instructions set out below, and the whole report,
including all figures and tables, should also be submitted in electronic form,
this to accompany the paper copy by the set deadline.
Dissertations should include: (i) a clear statement and explanation of the
problem being examined; (ii) relevant background information, including a
concise literature review and evaluation of proposed methodology; (iii)
details of the data collected and the various analyses carried out; (iv)
interpretation of results; (v) discussion of the wider context and relevance of
the results; and (vi) conclusion(s). The written text should be supplemented
by appropriate tables, maps, diagrams, photographs and other illustrative
material. The dissertation should not exceed 10,000 words in the main text.
This excludes the abstract, acknowledgements, title page, contents page, list
of figures and tables, figure and table captions and the bibliography.
Timetable



A short report of progress should be submitted in writing to your lead
Supervisor by Wednesday 12th July 2017, unless alternative
arrangements have been made (such as a workshop, or personal
meeting for oral report on progress)
Titles of dissertations in their final form must be submitted to the
Programme Director by Friday 18th August 2017
The completed dissertation AND an electronic copy must meet the
guidelines outlined below. The deadline for submission is 12pm on
Wednesday 23rd August 2017. The text of the dissertation must also be
submitted to Turnitin by the same deadline.
If, in exceptional circumstances, (i.e. medical reasons, supported by medical
certificates), a request for an extension of the deadline is required, a written
request must be submitted to the Programme Director immediately the
circumstances are known, in order that the matter can be considered by the
Board of Examiners and a decision given. If an extension is not granted, then
the original deadline must be adhered to.
Any dissertations received after the submission date will NOT be marked but
referred to the main Board of Examiners Meeting for appropriate action.
Please calculate carefully the amount of time needed for carrying out the
field and laboratory work and writing, typing and producing the final
dissertation.
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TWO identical copies of the dissertation must be submitted by the prescribed
submission date. These should be spiral bound. Please liaise with Jenny
Kynaston and allow adequate time for this if you are arranging for it to be
done in the department. In addition, an electronic copy of the final and
complete version of the dissertation (including figures) should also be
submitted on a CD, along with the two paper copies of the thesis by the
same deadline. Preferably, this electronic copy should take the form of a
single file, to facilitate distribution to future MSc students.
Supervision
Supervisors will provide guidance on appropriate techniques and
approaches. However, they are NOT allowed to read or comment on draft
chapters of the dissertation. It is the supervisor’s responsibility to ensure that a
student is made aware of relevant Health and Safety procedures in the field
and/or laboratory.
Preparation of the dissertation
Dissertations must conform to the following layout unless alternative
arrangements have been given prior approval by the Programme Director.
1.
(a)
Written Report
Dissertations should not be more than 10,000 words in length. You are
advised that conciseness is a desirable quality in producing a scientific
report and your ability to write concisely will be assessed. A report in
excess of 10,000 words will be subject to the penalties outlined in
Section 7.6 of this handbook.
(b)
Page sizes for the dissertation are to be A4
(c)
Dissertations must be typed, using font size 12, preferably in Times New
Roman or Ariel and line spacing 1.5 (single spacing may be used in
figure captions, tables, headings and list of references, and also in
appendices)
(d)
The title page of the dissertation should state the following:(i)
(ii)
(iii)
The title of the dissertation in capitals centrally placed.
Centrally placed below the title, the author's name and initials.
Towards the bottom of the page in smaller font, the words
"submitted as an integral part of the Masters of Science Degree
in Quaternary Science, Royal Holloway, University of London. This
report presents the results of original research undertaken by the
author and none of the results, illustrations or text are based on
the published or unpublished work of others, except where
specified and acknowledged. This text does not exceed the
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(iv)
(e)
10,000 word limit, being…words in length (excluding bibliography,
appendices and illustrations)". (insert relevant word count).
At the bottom of the page, right-hand side, the date of
submission and the candidate's signature.
It is recommended that the form and the sequence of the dissertation
should be as follows:(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
(x)
(xi)
(xii)
Title page
Abstract
Acknowledgements
Contents
List of tables
List of figures and maps
Introduction/introductory chapters, outlining the scientific
problem and approach, with (where appropriate) a concise
literature review and an evaluation of the proposed
methodology
The main body of the dissertation, suitably arranged in parts,
sections or chapters. This section should cover matters such as
site descriptions, laboratory analyses, interpretations of results.
Discussion, setting the results in the wider context and
emphasising critical comparisons
Conclusion, concisely restating the findings and indicating the
advances the work has made and its scientific relevance
Bibliography, conforming to the style of presentation in Journal of
Quaternary Science (title of journals and books must be in full).
Referencing within the dissertation should conform to the
Harvard System, ie. references in the text should give the
surname of the author and the year of publication in brackets,
for example, Collins (1970) or (Smith & Jones, 2001), followed by
a, b, etc when two or more references to work by one author are
given for the same year - e.g. (Harris, 1996c). Page numbers
should be given for quotes, for example, (Collins, 1970: 42). At
the end of the text the references should be listed in a single
bibliographical list, in alphabetical order of authors’ names and
in chronological order for each author.
Appendix/appendices
(f)
Only one side of a sheet should be used for text or illustrative material.
To allow for binding, the left margin should be 3.5 cm and a 2.5 cm
right margin is recommended. All pages must be numbered.
2.
Presentation of figures
(a)
Figures (including maps) should be clear and produced to a
publishable standard. Normally this will involve production using a
74 | P a g e
(b)
(c)
graphics package (eg. Adobe Illustrator, CorelDraw) but hand-drawn
is acceptable (see 2b). Allowance for margins should be as in section
1(f) above. Maps or diagrams larger than A4 should be avoided if
possible, and kept to a minimum where essential.
Any figures that are hand-drawn are to be drawn in waterproof ink on
smooth white paper or on tracing material. However, lettering must be
mechanically or electronically formed (e.g. computer-generated), not
freehand.
Descriptive, clearly worded legends should accompany all the maps,
diagrams, figures, tables and plates, and the source(s) must be cited
always. Captions should be typed at the base of the figure (not on
figures) in the fashion adopted by major science journals.
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APPENDIX 5: MARKING CRITERIA
Grade
A+
A
A-
B+
B
B-
%
Grade description for Coursework
Grade description for Dissertation
Grade description for Fieldwork Report
Deep understanding; near-comprehensive
Significant and highly original contribution to
Exemplary formulation of the project aims and
knowledge; significant originality in interpretation or
Quaternary Science; professional level of
structure; very clear scientific and regional context
analysis; coherent structure (may show significant
understanding of the main issues, concepts,
provided that underlie the project’s rationale;
innovation in organisation); intensive, detailed and
underlying principles and mastery of the relevant
reference to relevant literature concerning the
critical reading with independent reading beyond
literature; significant originality in construction of
project setting is succinct and incisive; the
reading lists; excellent presentation; referencing
main research aims and questions; substantial
appropriate methods and their limitations are clearly
and bibliography of publishable standard; incisive
original fieldwork or other independent research;
explained; the data are presented in a cogent
and fluent style with no or very minor errors of
high ability in appropriate techniques; critical
manner, and represent an excellent body of work
spelling, punctuation or grammar; high levels of
commentary on research design and methodology;
within the time allowed; the standard of
ability in analysis of quantitative or qualitative
incisive and fluent style; professionally presented
presentation of figures, tables, text, reference list
information (where appropriate) Worthy of
retention for future reference in teaching or
research.
with referencing and bibliography of publishable
and appendices (where appropriate) are of
standard; no or very minor errors of spelling,
excellent quality, including spelling and grammar;
the report shows appropriate critical awareness of
Deep understanding; detailed knowledge; may
punctuation or grammar; publishable as a journal
paper with only minor revision.
Deep understanding of subject area; some
show some originality in interpretation or analysis;
originality in construction of main research aims
throughout the report; a set of succinct and well
coherent structure (may show some innovation in
and questions; substantial original fieldwork or
conceived conclusions are provided that summarise
organisational form); in-depth reading (with either
some other independent research; high ability in
in a cogent manner the overall achievements of the
independent reading beyond any reading list given
appropriate techniques; critical commentary on
project. For an A+ grade, all of these criteria should
or intensive, detailed and critical reading of
research design and methodology; coherent
be met; for an A or A- grade, a number of these
suggested material); excellent presentation;
structure; in-depth reading; excellent presentation
criteria should be met, the grade awarded
referencing and bibliography close to publishable
with referencing and bibliography of publishable
depending on the overall balance.
70-
standard; incisive and fluent style with no significant
standard; no or very minor errors of spelling,
74
errors of spelling, punctuation or grammar; high
punctuation or grammar; some additional work
levels of ability in analysis of quantitative or
would be required to bring to publishable standard
qualitative information (where appropriate).
Clear formulation of the project aims and structure;
85+
7584
the limitations in (i) the methods adopted, (ii) the
data collected and (iii) interpretations of the data
67-
Good understanding ; wide-ranging knowledge;
but demonstrates professional standards of
research.
Good understanding of subject area; clear
69
direct focus on subject; coherent structure;
statement of research aims and questions;
clear scientific and regional context that underlie
63-
evidence of in-depth reading; well-presented with
significant original fieldwork or some other
the project’s rationale; adequate reference to
66
detailed referencing and properly-formatted
independent research; effective ability in
relevant literature concerning project setting;
bibliography; fluent style, few errors of spelling,
appropriate techniques; commentary on research
appropriate methods and limitations adequately
punctuation or grammar, generally effective
design and methodology; coherent structure; in-
explained; data presented in a reasonably clear
analysis of quantitative or qualitative information
depth reading; well-presented with referencing in
manner, and represent a solid body of work within
(where appropriate)
acceptable style and properly-formatted
the time allowed; standard of presentation of
bibliography; fluent style; few errors of spelling,
figures, tables, text, reference list and appendices
punctuation or grammar
(where appropriate) are of good quality, including
spelling and grammar; some critical awareness of
60-
limitations in (i) the methods adopted, (ii) the data
62
collected and (iii) interpretations of the data; a set of
clear conclusions are provided that summarise the
overall achievements of the project. For a B+
grade, all of these criteria should be met; for a B or
B- grade, several of these criteria should be met,
the grade awarded depending on the overall
balance.
C+
C
57-
Basic understanding and awareness of the main
Basic understanding of subject area; simple
Project aims and structure are adequate, but could
59
issues, concepts, underlying principles and of some
statement of research aims and questions; original
be fuller and clearer; scientific and regional context
53-
key literature but lacking in-depth reading;
fieldwork or some other independent research;
that underlie the project’s rationale are addressed,
56
maintains focus on question; satisfactory
familiarity with appropriate techniques (some errors
but could be better explained; limited reference to
organisation and presentation but may have some
in application); basic account of methods; adequate
relevant literature concerning the project setting;
errors of spelling, punctuation or grammar;
structure; some evidence of reading; adequately
appropriate methods and their limitations are not
familiarity with correct strategies for analysis of
presented, some referencing and short
fully explained; data are presented, but could be
quantitative or qualitative data (where appropriate)
bibliography; straightforward style; some errors of
organised better or explained more clearly; the
but possibly with errors in process of analysis;
spelling, punctuation or grammar
amount of data presented are less than might
C-
analysis and/or synthesis not well developed
reasonably be expected in the time available; the
standard of presentation of figures, tables, text,
5052
reference list and appendices (where appropriate)
are of variable quality, including spelling and
grammar; the report lacks critical awareness of the
limitations in (i) the methods adopted, (ii) the data
collected and (iii) interpretations of the data; no
clear conclusions are provided, or they may not
adequately reflect the data and the project’s
rationale; Where all or the majority of these criteria
apply, a C- grade will be awarded; where
performance exceeds some of these criteria, a C or
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C+ will be awarded, depending on the overall
balance of performance.
PASSMARK 50%
D+
D
Some general understanding and knowledge;
Limited understanding of subject area; confused or
The project aims are poorly explained and overall
weakness in detail; may lack clear focus on the
vague research aims or questions; limited original
structure is weak; the scientific and regional
47-
assignment; simple structure; content drawing
fieldwork or other independent research; very
context that underlies the project’s rationale are not
49
exclusively on lecture material; no or very limited
general familiarity with appropriate techniques
well formulated; reference to relevant literature
evidence of outside reading; significant weakness
(significant errors in application); simple account of
concerning the project setting is limited; the
in presentation; little or no referencing; inadequate
methods; very limited further reading; significant
appropriate methods and their limitations are poorly
or missing bibliography; simple style; significant
weaknesses in presentation; little or no referencing
explained; the data are presented, but are
43-
errors in grammar, spelling, and punctuation;
and an inadequate or absent bibliography; simple
inadequate in amount or quality; the standard of
46
familiarity with correct strategies for analysis of
style; significant errors of spelling, punctuation or
presentation of figures, tables, text and appendices
quantitative data, but significant errors in the
grammar.
(where appropriate)is generally poor; the report
process of analysis.
D-
4042
lacks critical awareness of the limitations in (i) the
Limited general understanding: sketchy coverage,
Very limited understanding of subject area;
methods adopted, (ii) the data collected and (iii)
with some significant errors in factual details; lack
confused or vague research aims or questions; very
interpretations of the data; no conclusions are
of clear focus on question; poor structure, drawing
limited original fieldwork or other independent
provided or they are not clearly related to the
exclusively on direct teaching, but with significant
research; bare familiarity with appropriate
limitations in the data presented. Where all or the
weaknesses; no evidence of further reading; poorly
techniques (substantial errors in application); vague
majority of these criteria apply, a D- grade will be
presented; little or no referencing; inadequate or
or confused discussion of methods; sketchy
awarded; where performance exceeds some of
absent bibliography; sketchy style; significant errors
structure; no further reading; poorly presented; little
these criteria, a D or D+ grade will be awarded,
of spelling, punctuation or grammar; bare familiarity
or no referencing and an inadequate or absent
depending on the overall balance of performance.
with correct strategies for analysis of quantitative
bibliography; sketchy style; significant errors of
data, with substantial errors in the process of
spelling, punctuation or grammar.
analysis.
F+
3039
No understanding of the subject; fails to address
No understanding of subject area; no clear
No project aims are provided or the aims are not
the topic in any meaningful way; information largely
research aims or questions; no evidence of original
achievable in the time available; the report lacks
erroneous or has little or no relevance to the
fieldwork or other independent research; serious
structure; little or no scientific and regional context
question; inadequate structure, with no sense of
confusion over techniques; no serious discussion of
is provided; there is little or no reference to
logical argument; no evidence of further reading;
methods; inadequate structure; no further reading;
relevant literature concerning the project setting;
poorly presented; no referencing; inadequate or
poorly presented, with no referencing of sources
the appropriate methods and their limitations are
absent bibliography; inadequate style; significant
and an inadequate or absent bibliography; no
very poorly explained; few data are presented, or
errors of spelling, punctuation or grammar;
referencing and an inadequate or absent
they are very inadequate in amount or quality; the
significant confusion over appropriate analysis of
bibliography; inadequate style; significant errors of
standard of presentation of figures, tables, text,
quantitative data; analytical work incomplete and
spelling, punctuation or grammar.
reference list and appendices (where appropriate)
erroneous.
20F
F-
29
1-19
is very poor, , including spelling and grammar; the
No understanding of the subject; fails to address
No understanding of subject area; no clear
report lacks critical awareness of the limitations in
the topic in any meaningful way; information
research aims or questions; no original fieldwork or
(i) the methods adopted, (ii) the data collected and
erroneous or has no relevance to the topic;
other independent research; no analytical work; no
(iii) interpretations of the data; no conclusions are
incomplete, fragmentary or chaotic structure; no
discussion of methods; inadequate structure —
provided concerning the data presented. Where all
evidence of further reading; poorly presented; no
fragmentary; incoherent or incomplete; no further
or the majority of these criteria apply, an F- grade
referencing; inadequate or absent bibliography;
reading; poorly presented, with no referencing of
will be awarded; where performance exceeds some
inadequate style; substantial errors of spelling,
sources and an inadequate or absent bibliography;
of these criteria, an F or F+ grade will be awarded,
punctuation or grammar; substantial error and
no referencing and an inadequate or absent
depending on the overall balance of performance.
confusion over appropriate analysis of quantitative
bibliography; inadequate style; substantial errors of
data; complete inability to analyse information.
spelling, punctuation or grammar.
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Grade
%
Grade description for Oral Presentation
Grade description for Web Presentation
Grade description for GG5291
Palaeoclimatology
A+
85+
Original and thought-provoking presentation,
An exceptionally effective presentation. Extremely
Has the potential to make a significant and highly
identifying subtleties in detail of research
clear structure, with ideas linked coherently; aims
original contribution to Quaternary Science;
presented; clear and original structure of content
presented clearly and evidence of comprehensive
professional level of understanding of the main
and conclusions; ideas linked coherently and
research; considerable novelty in construction and
issues, concepts, underlying principles and mastery
authoritatively; evidence of comprehensive
design; pages visually well balanced with
of the relevant literature; significant originality in
research and original thought in evaluation; pitch of
appropriate font, size and use of colour; excellent
construction of main research aims; innovative
voice and audio-visual aids used to a professional
use of illustrations; excellent functionality with links
materials and methods used to achieve research
standard; appropriately paced and perfectly to time;
all working; perfectly pitched to promote public
objectives; critical commentary on research design
eye contact and body language excellent; gauged
understanding of science (authoritative yet
and methodology; incisive and fluent style;
the needs of the audience and encouraged
accessible); absence of jargon and/or
professionally presented with referencing and
appropriate involvement and questioning,
comprehensive glossary provided. Produced to a
professional standard
bibliography of publishable standard; no or very
answering with authority and/or originality.
Standard of a first-rate conference presentation
A
A-
7584
7074
Presentation addresses explicitly the topic,
An effective presentation. Very clear structure, with
minor errors of spelling, punctuation or grammar;
no or very limited additional work required to
bring to professional standards of research
design.
Deep understanding of subject area; some
identifying subtleties in detail of research
ideas linked coherently; aims presented clearly and
originality in construction of research aims; detailed
presented; clear and appropriate structure of
evidence of comprehensive research on show; may
scientific background and research rationale; clear
content or conclusions; ideas linked coherently;
show some novelty in construction and design;
statement of research aims and questions;
evidence of original thought with respect to
pages visually well-balanced with appropriate font,
materials and methods proposed ideally suited to
structure of content or conclusions; explicit, well-
size and use of colour; very good use of
achieving research objectives; critical commentary
structured and relevant analysis; consultation and
illustrations; excellent functionality with links all
on research design and methodology; coherent
evaluation of a broad range of relevant sources;
working; very well pitched to promote public
structure; in-depth reading; excellent presentation
clearly audible presentation, audio-visual aids used
understanding of science (authoritative yet
with referencing and bibliography of publishable
to increase effectiveness; almost entirely
accessible); absence of jargon or comprehensive
standard; no or very minor errors of spelling,
appropriately paced and ran close to time; eye
glossary provided
punctuation or grammar; some additional work
would be required to bring to professional
standards of research design.
contact and body language used for most of the
presentation; obvious attempt to gauge audience
needs; encouraged appropriate involvement and
questioning, demonstrating knowledge and
understanding in answers
B+
B
B-
67-
Explicitly addresses the topic, structure evident but
A good presentation. Logical structure, with ideas
Good understanding of subject area; appropriate
69
could be more focussed; evidence of coherent links
mostly linked coherently; aims generally clear and
research aims; good scientific background and
63-
between ideas; commenced and concluded
research presented with a good level of detail;
research rationale; clear statement of research
66
appropriately; included relevant analysis; evidence
pages visually well balanced with appropriate font,
aims and questions; scientific objectives achievable
of a broad range of relevant sources, and evidence
size and use of colour; good use of illustrations;
using the materials and methods proposed;
of some evaluation; clearly audible and audio-visual
may be some minor errors in functionality of links;
commentary on research design and methodology;
aids used to increase effectiveness; almost entirely
generally achieves objective of promoting public
coherent structure; in-depth reading; well-presented
appropriately paced and ran close to time; eye
understanding of science but may occasionally
with referencing in acceptable style and properly-
contact and body language used for most of the
lapse into jargon or be too simplistic in places
formatted bibliography; fluent style; few errors of
6062
presentation; obvious attempt to gauge audience
spelling, punctuation or grammar
needs; encouraged appropriate involvement and
questioning, demonstrating knowledge and
understanding in answers
C+
C
C-
57-
Addresses the topic; evidence of structure but could
An adequate but basic presentation. Structure may
Basic understanding of subject area; simple or
59
be improved; evidence of coherent links between
be confused in places; simple statement of
unoriginal research aims and questions; basic
53-
most ideas; commencement and conclusion could
research aims; research findings presented
scientific background and research rationale,
56
have been more appropriate; included some
adequately but may lack detail; design is simple but
possibly containing minor factual errors; basic
analysis; evidence that some relevant sources were
presentation could be improved in terms of
statement of research aims and questions;
consulted but could have been evaluated more
attractiveness and legibility; some useful
familiarity with appropriate materials and methods
effectively; audible for all of the presentation and
illustrations; may be some minor errors in
(some errors in application); basic account of
audio-visual aids were used, although some lack of
functionality of links; adequate attempt to promote
methods; adequate structure; some evidence of
50-
planning; pace not always appropriate and ran
public understanding of science but may lapse into
reading; adequately presented, some referencing
52
over/under time; more use of eye contact and body
jargon or be too simplistic in places
and short bibliography; straightforward style; some
language could have been made; audience needs
errors of spelling, punctuation or grammar
not well-gauged and limited encouragement to
participate/question; answers with basic
understanding or hesitancy
D+
Only partially addresses the topic; some evidence
A poor presentation. Structure is confused, with no
Limited understanding of subject area; confused or
of appropriate structure but presentation is partially
clear linkage of ideas; aims are present but not
vague research aims or questions; limited scientific
47-
rambling or unfocussed; ideas could have been
adequately defined; research is presented in
background and research rationale, possibly
49
linked more coherently; commenced and concluded
cursory fashion or so jargon-heavy as to be of
containing significant factual errors; vague
with some hesitation or confusion; included little or
limited use to a non-specialist audience; poor
statement of research aims and questions; very
no analysis; few relevant sources presented and
design with page layout jumbled, inappropriate use
general familiarity with appropriate techniques
little evaluation made; presentation ran over/under
of fonts and colour; images poorly chosen, unclear,
(significant errors in application); simple account of
time; presentation paced too fast or too slow to be
too many or too few; text may have significant
methods; very limited further reading; significant
effective; presenter slightly inaudible; audio-visual
errors of spelling, punctuation or grammar; overall
weaknesses in presentation; little or no referencing
43D
46
aids not very effective (including having too many
and an inadequate or absent bibliography; simple
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slides); little use of eye contact or body language;
functionality poor; makes little attempt to engage
style; significant errors of spelling, punctuation or
audience needs not taken into account in design of
with wider public understanding of science
grammar.
the presentation; no attempt to encourage
appropriate audience involvement and questioning,
Very limited understanding of subject area;
and some weaknesses in basic understanding
confused or vague research aims or questions; vary
indicated in answers
limited scientific background; research rationale
entirely unoriginal or based upon significant
misunderstandings; no statement of research aims
D-
40-
or questions; bare familiarity with appropriate
42
techniques (substantial errors in application); vague
or confused discussion of methods; sketchy
structure; no further reading; poorly presented; little
or no referencing and an inadequate or absent
bibliography; sketchy style; significant errors of
spelling, punctuation or grammar.
F+
3039
Largely fails to address the topic; rambling or
An extremely poor presentation, making no attempt
No understanding of subject area; no clear
unfocussed; commenced and concluded with
to engage with the task; inadequate and/or illogical
research aims or questions; no or largely erroneous
hesitation or confusion; included little or no
structure; aims absent; research findings presented
scientific background and research rationale;
analysis; few relevant resources consulted, and
in very cursory fashion or so jargon-heavy as to be
serious confusion over techniques; no serious
little evaluation made of them; partially inaudible;
completely ineffective to a non-specialist audience;
discussion of methods; inadequate structure; no
audio-visual aids not used or used ineffectually; ran
serious issues over functionality and technical flaws
further reading; poorly presented, with no
severely over- or under-time; presentation paced
throughout; colour and illustrations absent or used
referencing of sources and an inadequate or absent
too fast or too slow to be effective; did not engage
to very poor effect; substantial errors of spelling,
bibliography; inadequate style; significant errors of
the audience with eye contact or body language; no
punctuation or grammar; no attempt to make pages
spelling, punctuation or grammar.
attempt to gauge audience needs; no attempt to
accessible or interesting to a non-specialist
encourage appropriate audience involvement and
audience
questioning; answers largely erroneous or had little
or no relevance to the topic
20F
F-
29
1-19
Fails to address the topic; very rambling and
No understanding of subject area; no clear
unfocussed; commenced and concluded with
research aims or questions; no or entirely
hesitation or confusion; included no analysis; no
erroneous scientific background and research
resources consulted; presenter was fully or partially
rationale; techniques inappropriate; inadequate
inaudible; audio-visual aids not used or used
structure — fragmentary; incoherent or incomplete;
ineffectually; ran severely over- or under-time;
no further reading; poorly presented, with no
presentation paced too fast or too slow to be
referencing of sources and an inadequate or absent
effective; did not engage the audience with eye
bibliography; inadequate style; substantial errors of
contact or body language; no attempt to gauge
spelling, punctuation or grammar.
audience needs; no attempt to encourage
appropriate audience involvement and questioning;
unable or unwilling to answer questions
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Grade
%
Grade description for Poster Presentation
The aim of the poster is very apparent from
immediate impressions; there is considerable
originality in the formatting of the poster and
exceptional and effective presentation of complex
themes; excellent summary of main ideas
demonstrating deep awareness of key debates;
significant evidence of further reading, with well
synthesised supporting information; text excellently
presented, quantity and font size extremely
A+
85+
effective; clear, relevant illustrations that enhance
purpose and interest of poster through synthesis of
large datasets and/or ideas ; excellent spelling and
grammar; fluent style; innovative poster design,
allows rapid communication of message; very neat
and presentable; good source of further information
and excellently presented bibliography. Poster
produced to first-rate conference poster
session standard.
The aim of the poster is very apparent from
A
7584
immediate impressions; excellent summary of main
ideas demonstrating deep awareness of key
debates; significant evidence of further reading,
with well synthesised supporting information; text
excellently presented, quantity and font size
extremely effective; clear, relevant illustrations that
enhance purpose and interest of poster through
synthesis of large datasets and/or ideas ; excellent
spelling and grammar; fluent style; innovative
A-
70-
poster design, allows rapid communication of
74
message; very neat and presentable; good source
of further information and excellently presented
bibliography. Poster presented to conference
poster session standard.
B+
B
67-
The aim of the poster is very clear; provides a good
69
summary of main ideas demonstrating awareness
63-
of key debates; evidence of further reading, with
66
good supporting information given; text well
presented, quantity and font size effective; clear,
relevant illustrations that add to purpose and
interest of poster and provide a synthesis of key
data or ideas; good spelling, grammar and written
B-
6062
style; very good poster design, allows
communication of message; neat and presentable;
further information and bibliography well presented.
C+
C
57-
The poster has a title, but it is unclear immediately
59
what the poster concerns; the main ideas are
53-
appropriate to the topic; little evidence of further
56
reading, little supporting information given; text
reasonably presented, quantity and font size
adequate; there are few illustrations, some
appropriate with an attempt to synthesis data or
C-
5052
ideas; numerous errors in spelling, grammar or
written style; reasonable poster design, allows
communication of message; basically presentable;
little further information and inadequate
bibliography
The main ideas behind the poster are inappropriate
to topic with evidence of error and confusion; no
D+
47-
evidence of further reading, little supporting
49
information given; text may be ineffective, too small,
unclear; few or no illustrations, uninformative or
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irrelevant; significant errors in spelling or grammar;
sketchy style; poor poster design, hinders
D
DF+
43-
communication of message; untidy, messy; no
46
bibliography or further information included
4042
30-
The poster may lack a title and makes little attempt
39
to engage with the task, such as the main ideas
being inappropriate to the topic; there are
20F
29
numerous errors and ineffective communication of
ideas. No supporting information provided and
illustrations are either uninformative, poorly
reproduced or irrelevant. text is ineffective, too
small, unclear; significant errors in spelling,
grammar or written style; poor poster design,
F-
1-19
hinders communication of message; untidy, messy;
no bibliography or further information included
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APPENDIX 6 : RECENT DISSERTATION TOPICS
Dissertations topics 2012/13
Using the ‘Varian VF-50J’ X-ray source in routine luminescence dating of
quartz.
Assessing the evidence for a short-lived environmental disturbance event
during the early Holocene at Lake Llangorse, South Wales.
A high resolution isotopic record for the Lateglacial Interstadial from Star Carr,
North Yorkshire.
The provenance and transport history of igneous clasts in late Quaternary
deposits, Northwest Scotland; A pilot study into the use of geochemical
methods to discriminate between glacial deposits of different age.
Chironomid-inferred Lateglacial interstadial temperatures from Muir Park,
Southern Scotland.
Identification and correlation of cryptotephras from Lake Kushu on Rebun
Island, Japan.
The Late-Glacial palaeoenvironmental record from Tirinie, south-east
Grampian Highlands: Assessing the vegetative response to abrupt short term
climatic change.
Testing the potential for tephra to time glacial retreat: tephrostratigraphic
analyses of four Early Holocene sequences from the Scottish Highland.
The Mammalian Assemblages of The Crypt, Creswell Crags, Nottinghamshire.
The landscape evolution of the View Point area of the Glen Roy valley, NW
Scotland, during the Loch Lomond Readvance; A detailed sedimentological
and geomorphic analysis.
A tephrostratigraphic investigation of mire deposits associated with Viking
occupation sites in Greenland
A macro-scale and micromorphological investigation of the genesis of a
glacigenic diamicton complex - an example from Happisburgh, North
Norfolk.
Lateglacial Stadial paleoclimate reconstruction for the British Isles using high
resolution isotope records from carbonate lake systems.
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Selected dissertations topics 2013/14
An investigation into the Lateglacial vegetation history of Arisaig, northwest
Scotland.
Utilising palynology and tephrochronology to assess the onset of the
Holocene and its potential timing from Kingshouse 2, Rannoch Moor, NW
Scotland.
Evidence for and timing of polyphase deformation in a multiple till sequence
at Balglass Burn, Central Scotland: A micromorphological approach.
An oxygen isotopic investigation of the Flixton area, North Yorkshire:
Implications for the human reoccupation of Britain across the PleistoceneHolocene transition.
A diatom assessment of a lake sequence from Tanera Mor, Scotland .
A geoarchaeological investigation into the Mid- to Late-Holocene Queens
Sedgemoor, Somerset Levels: Pollen and micro-charcoal evidence.
The ability of Bayesian age modelling to refine glacial chronologies in the
Late Quaternary: A case study from Highland Asia.
A tephrochronology investigation of Straloch Loch, Scotland.
A lateglacial environmental and temperature record from Wykeham,
Yorkshire, interpreted from subfossil beetles (Coleoptera)
A microscale sedimentary investigation of annually laminated sediments in
Middle Glen Roy: the implications for site varve chronology.
Stable oxygen isotope ratios in chitin from Alaskan fossil water beetles:
Palaeoecological implications and development towards a new
palaeotemperature proxy.
An assessment of North African and Arabian palaeoclimatic and
palaeoanthropological chronologies from 60-160ka.
The Lateglacial mammalian assemblage from Bridged Pot Shelter, Somerset:
taphonomy, palaeoenvironment and age.
Vertebrate response to climatic deterioration in Britain during MIS 5a.
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Selected dissertations topics 2015/16
A lateglacial interstadial chironomid inferred temperature record from the
site of Tirinie, Scotland.
Detailed sedimentological and tephrochronological study of annuallylaminated deposits at Svardsklova, Southeastern Sweden.
OSL dating of palaeofired hearths from the western Nefud Desert, Saudi
Arabia.
A comparison of chironomid-inferred summer temperatures with a
Lateglacial pollen record from Tanera Mor, NW Scotland.
Combined use of high resolution remote sensing and field mapping to
determine iceflow dynamics on Rannoch Moor, Scotland, during the Loch
Lomond Stadial.
Sedimentology of a new deep-water core from Llangorse covering the Last
Termination, helping refine the timing of deglaciation.
Chronology and palaeoenvironments of lacustrine sediments in the western
Nefud desert, Saudi Arabia.
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